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THE IORIAN SERIES IN MODE RN LANGUAGE, 

A Complete Course in German. 

By JAMES H. WORMIAN, A.M. 

EMBRACING 

ELEMENTARY GERMAN GRAMMAR, 

COMPLETE GERMAN" GRAMMAR, 
GERMAN READER, 

GERMAN ECHO. 

IN PEEPAEATION, 

HISTORY OF GERMAN LITERATURE, 

GERMAN AND ENGLISH LEXICON. 

J. THIS GERMAN GRAMMARS of Worman are widely preferred on ac- 
count of their clear, explicit method (on the conversation plan), introducing a system 
of analogy and comparison with the learners' own language and others commonly 
studied. 

The arts of speaking, of understanding the spoken language, and of correct pronun- 
ciation, are treated wich great success. 

The new classifications of nouns and of irregular verbs are of great value to the 
pupil. The use of heavy type to indicate etymological changes, is new. The Vocabu- 
lary is synoiiymical — also a new leature. 

II. WORM AX'S GERM AX READER contains progressive selections 
from a wide range of the very best German authors, including three complete plays, 
which are usually purchased in separate form for advanced students who have com- 
pleted the ordinary Header. 

It has Biographies of eminent authors. Notes after the text, References to all Ger- 
man Grammars in common use, and an adequate Vocabulary ; also, Exercises for 
translation into the German. 

III. WO R MAX'S GERM AX ECHO (Devtsches Echo) is entirely a new 
thing in this country. It presents familiar colloquial exercises without translation, 
and will teach fluent conversation in a few months of diligent study. 

No other method will ever make the student at home in a foreign language. By this 
he thinks in, as well as speaks it. For the time being he is a German through and 
through. The laborious process of translating his thoughts no longer impedes free 
unembarrassed utterance. 



WOMAN'S COMPLETE FRENCH COURSE 

IS INAUGURATED BY 

L'EOiiO ide :? .a. :el I s 3 

Or, " French Echo ;" on a plan identical with the German Echo described above. 
This will be followed in due course by the other volumes of 

THE FRENCH: SERIES, 
viz.: 
A COMPLETE GRAMMAR, .1.-1 FREXCH HEADER, 

AX EIEMEXTA RY G RA MM A R,\ A F R E X C BZ LEXICON, 
A HISTORY OF FHEXCH LITERATURE, 



WOEMAN'S WORK3 

are adopted as fast as published by many of the best institutions of the country. In 
completeness, adaptation, and homogeneity for consistent courses of instruction, they 

are simply 

UNRIVALED. 



Digitized by the Internet Archive 
in 2011 with funding from 
The Library of Congress 



http://www.archive.org/details/oraltrainingless01barn 



ORAL TRAINING LESSONS 

IN 

NATURAL SCIENCE 

AND 

GENERAL KNOWLEDGE, 



EMBRACING THE SUBJECTS OP 



ASTRONOMY, ANATOMY, PHYSIOLOGY, CHEMISTRY, MATHE- 
MATICAL GEOGRAPHY, NATURAL PHILOSOPHY. 
THE ARTS, HISTORY, DEVELOPMENT 
OF WORDS, Etc. 



INTENDED FOB 



TEACHERS OF PUBLIC SCHOOLS 



AND ALSO 



FOR PRIVATE INSTRUCTION. 



BY 
H. BARNARD, 

Principal Lincoln School, Minneapolis. 



A. S. BARNES & COMPANY, 

NEW YORK AND CHICAGO. 

1871. 



\&i 







•$» 



Entered according to Act of Congress, in the year 1871, by 

A. S. BARNES & CO., 
In the Office of the Librarian of Congress, at Washington. 



n-iok\ 



Introductory and Explanatory. 



It need hardly be 'stated that the Author's object in this 
work is to present a concise but comprehensive course in 
the most important Natural Sciences to those who have 
not the means of purchasing separate works upon each, 
and who may not have had the opportunity of acquiring a 
knowledge of them during their school-days. 

But this is not the only object. The information is all 
arranged in the probable course that a lesson would take, 
were the teacher imparting it in the school-room. 

Not only is the material furnished and arranged in this 
manner, but the process of developing new words and ap- 
plying them has also received particular care and attention. 

The mode of treating inattentive or idle pupils is also 
shown during the course of the lesson. 

By a careful previous study of the lesson, any Teacher 
of ordinary ability may very successfully give either of the 
lessons of the course. 

Perhaps none of the lessons will take the exact course 
here given. You must inevitably follow where the pupils' 
answers lead you ; but you must, at the same time, lead 
their thoughts in the general direction indicated. 

The six prominent features of these lessons are : 

i st. Elliptical Answers given by all in concert. 



4 INTRODUCTORY AND EXPLANATORY. 

2d. Individual Questions and Answers. 

3d. Complete Statements by Individuals as the lesson 
progresses. 

4th. Analogy and Familiar Illustrations. 

5th. The writing of all new words on the blackboard, 
these words being in small capitals. 

6th. A rapid general review at the close, with the object 
of putting the whole lesson in such a form as will connect 
all its parts so as to form a commencement and a ter- 
mination. 

The elliptical answers must never be a mere guess. 
Only one word should be able to supply the ellipsis. It 
should never be part of a word. Thus, instead of saying 
(see Lesson xxxviii.) " some bodies are simple and others 
are com . . . .pound" we rather say, "some bodies are simple 
and others are .... compound" If it is not entirely by the 
scholar's own exercise of thought, the object of the lesson 
is not attained; nor is it, if the answer is a mere guess. 

At the word immediately preceding the ellipsis the ris- 
ing inflection of voice should be used to indicate when 
you wish a word answered. In all individual questions 
require the hands to be raised by those who can answer, 
and call no one. Whenever a question is asked, no more 
than one should be allowed to speak ; but at, an elliptical 
answer, require every voice in the room to be heard. 

Remember that the question pumps up the water from 
the well, but it requires the ellipitcal answering to lead 
it on in the proper direction. 

All words in italics are pronounced by scholars ; those in 
ordinary letters or capitals are to be given by the Teacher. 

Write all new words, or those in small capitals, on the 
black-board. 

Never use a term that has not been well explained, and 



INTRODUCTORY AND EXPLANATORY. 5 

whose meaning is not clearly comprehended by the pupil. 
Anglo-Saxon words are always the best. 

Never do injury to the sensitive feelings of the pupil by 
saying, " No ; You are wrong," but train him, uncon- 
sciously, by the natural process, to that which is correct. 

This fact deserves prominence : A lesson is never given 
till it is RECEIVED. 

Be careful, as each point is gained in the lesson, to require 
some one, or all, to give the full and complete statement in its 
simplest form, before going on to the next point. This should 
be done at the end of each paragraph, at least. These 
statements are omitted in nearly all the lessons given 
in this volume, as it would make the work unnecessarily 
voluminous. A sufficient number of examples will be 
found throughout the course to indicate the manner in 
which it is done. 

When any considerable number of scholars fail to do 
this, cause them to quietly take out their slates and write 
it from the dictation to some attentive scholar. The 
younger the scholar who dictates it, the better the effect. 
Then cause them to read it from their slates, and after- 
wards to state it, as required at first. 

It is always preferable to have one point of the lesson 
well understood than to go over the ground of a whole 
lesson without any distinct idea of the several steps con- 
tained in it. Quality first ; Quantity afterwards. 

Each pupil should also, at the close of a lesson, be able 
to make all the statements contained in it successively. 

As often as once each week, the material contained in 
some previous lesson should be made the subject of a 
composition to be written by all. This will be found a 
most profitable and interesting work. Let them introduce 
all other facts or conclusions connected with their subject. 



6 INTRODUCTORY AND EXPLANATORY. 

NORMAL SCHOOLS 

Are now being established in every part of the United 
States and the British Dominions for the express purpose 
of creating good Teachers from good Scholars. Teaching, 
being an Art, as well as Carpentering, Weaving, Mining 
or Agriculture, requires a preparatory apprenticeship. If 
the present work gives even a very limited assistance to the 
work of furnishing the Teacher with the material and the 
manner of imparting, the Author will consider that his 
efforts are not without success. 

Not an unimportant part of its mission wilL be its use 
at the family fireside. One may be selected to act as 
Teacher, and conduct the lesson with the other members 
of the family as pupils. This will be found a most gratify- 
ing and instructive employment during otherwise unoccu- 
pied time. 

The work, however, is designed particularly for public 
schools. The lessons may be conducted with all the schol- 
ars together, which is preferable, or with a large class com- 
posed of all who are capable of answering. 



CONTENTS, 



LESSON PAGE 

I. Natural Science — Climate : Its Elements 9 

II. Natural History— Habits of the Cat 12 

III. Form of the Earth — Proof by Circumnavigation 14 

IV. Physiology — Organs and Functions 17 

V. Natural Science — Heat and its Effects 20 

VI. Natural Science — Atmospheric Pressure 22 

VII. Astronomy — Motions of the Earth 25 

VIII. Physiology — The Five Senses 28 

IX. Natural Science — Atmospheric Pressure 30 

X. Natural Science — The three forms of Matter 32 

XI. Chemistry — Composition of the Air 35 

XII. Mental Science — Memory 38 

XIII. Etymology — Derivation : Words from Traho 40 

XIV. Natural Science — Sources of Heat 43 

XV. Physiology — The Nerves 46 

XVI. Mathematical Geography— Lines on the Earth's Surface 49 

XVII. Natural Science — Climate: Its Causes 52 

XVIII. Anatomy — The Osseous System 54 

XIX. Natural Science — Organic and Inorganic Bodies 57 

XX. Physiology — Circulation of the Blood 60 

XXI. Chemistry — Oxygen: Flame 63 

XXII. Physiology — Circulation of the Blood 66 

XXIII. Natural Science — Evaporation of Water 68 

XXIV. Astronomy — The Solar System 71 

XXV. Natural Science— Wind 75 

XXVI. Physiology — Respiration 76 

XXVII. Natural Science — Transmission of Heat 79 

XXVIII. Astronomy — The Solar System 82 

XXIX. Natural Science — Light: Its Nature and Sources 84 

XXX. Natural Science — Sound 86 

XXXI. Etymology — Derivation : Words from Plico 89 

XXXII. Difference between Science and Art 91 

XXXII I. Natural Science — Mechanical Properties of Atmosphere 93 

XXXIV. Luxuries and Necessaries of Life ' 96 



8 CONTENTS. 

LESSON PAGE 

XXXV. Natural History— The Camel 98 

XXXVI. Natural Science— Why do Iron Ships Float ? : 100 

XXXVI I. Astronomy — Attraction of Gravitation 102 

XXXVIII. Chemistry — Simple and Compound Bodies 105 

XXXIX. Natural Science— Inertia 108 

XL. Human Anatomy — Arteries of the Body no 

XLI. The Arts— Weaving X13 

XLII. History — Career of Napoleon 116 

XLIII. Chemistry — Acids, Bases, and Salts. 1:9 

XLI V. History — Five Great Nations of Antiquity 121 

XL V. Manufactures — Brocaded Silk : Jacquard Loom 123 

XLVI. Astronomy — The Solar System: Asteroids: Orbits 125 

XLVII. The Arts — Reduction of Metals from their Ores 128 

XLVIII. Natural Science— Trade Winds 130 

XLIX. Chemistry — Generation of Carbonic Acid 132 

L. Natural Science — Light and Heat: Refraction, Reflection, and 

Absorption 134 



p 



ral Training Lessons. 



LESSON I. 

NATURAL SCIENCE. CLIMATE : ITS ELEMENTS. 

Raise hands all who can tell me what is meant by Cli- 
mate. Does no one know ? We will see. 

In countries where the sun shines perpendicularly, that 

is, directly over head, we say that they have a very 

hot .... climate. Then when we speak about climate, we 
mean the .... heat, or ... . cold. Now raise hands those 
who know a word that means heat or cold. When we 
speak of the heat or cold of the air, for example, what word 
is generally used ? George ? . . . . Temperature. That is 
correct. Let me hear this word from all ... . Temperature. 
Again .... Temperature. The temperature of the air, then, 

means whether it is hot or cold. Annie, repeat that 

sentence. (She repeats. If she cannot, from inattention, 
cause her to leave her seat and write it on the slate two or 
three times after asking some one else.) Eddie, if I speak 
of the temperature of the water in the river, to what do I 
refer ? . . . . You mean whether it is hot or cold. Correct. 

Now, when the air is very hot, the temperature is said to 
be very . . . . ? I will tell you. It is said to be very high. 
When the air has a high temperature then you mean that 
it is very .... hot. What would it mean to say it is very 

low? Hands up. Willie ? Very cold. Make the 

whole statement By a low temperature we mean that it 

is very cold. Very well, indeed. You would say, for instance, 
that ice has a very low temperature, and that red hot 



IO ORAL TRAINING LESSONS. [Lesson i. 

iron has .... a very high temperature. What would you say 
of the temperature of melted lead ? Hands up. Fred ? 

Melted lead has a very high temperature. When you 

speak of climate, then, one thing that you mean is the 
.... temperature, that is ... . the heat or cold. 

Now, does it mean anything else ? Suppose that it 

seldom rained, what then ? It would be a dry climate. 

Yes, and climate will also mean whether it is dry or 

wet. I also wish you to give me one word for this. Hands 
up. What, none ? The word I wanted was moisture. All 
repeat together .... moisture. Here, then, are two things. 

They are temperature and moisture, which form the 

.... climate, of any .... country. 

There is something else meant when we speak of climate 
besides .... temperature and moisture. What is it ? Did 
you ever hear of a windy climate, or a stormy climate ? . . . . 
Yes, sir. Then the third thing in the climate of a country 
is ... . the wind. We will call it prevailing winds. All 

answer prevailing winds. Libbie, will you give us 

these three things ? . . . . Temperature, moisture and ' prevaili?ig 
winds. What about them ? . . . . They form the climate of a 
country. Then you make the complete statement, Charlie. 
(He makes it.) 

Now, in the next place, since these things make up a 
climate, they may be called its .... ? Well, let us sec. The 

sounds that compose a word are called its elements. 

Correct, and those things that compose a loaf of bread 
could be called its ... . elements. What are the elements of 
bread ? Alice ? . . . . Flour, water, salt and yeast. Raise 
hands all who can give me the elements of mortar. Frank ? 
.... Lime, water, sand and hair. Of this book, Cora ? 
.... Paper, ink, cloth and leather. And raise hands all who 
can tell me the elements of climate. You may tell me, 

George Temperature, moisture and prevailing winds. 

And the elements are those things of which anything is 

.... made up, or composed. Before going on to the 

next point we will revise what we have said. The climate 
of a ... . country, consists of, ist, . . . . temperature, which 
means the .... heat or cold. 2d, ... . moisture, or whether 
it is ... . wet or dry ; and 3d, . . . . prevailing winds. When 



Lesson i.] ORAL TRAINING LESSONS. II 

it is cold the temperature is said to be ... . lota, and when 

hot it is said to be high. Sam, give me an example 

of this .... Ice has a low temperature and steam has a high 
temperature. Yes, but you might have omitted the first word 
temperature. Repeat without using it. (He repeats.) 

Now a country which is not too warm in summer nor too 
cold in winter, has what kind of a climate ? Tem- 
perate. (If not known, carefully tell it.) A temperate 
.... climate, means one that is neither . ... too hot nor too 
cold. Kate, repeat that. (She repeats.) But when it is 
very cold in winter and very hot in summer, the climate is 
said to be .... ? I will tell you, if all listen attentively. 
It is said to be extreme. All repeat. It is said to be ... . 
extreme. Again .... extreme. What does an extreme cli- 
mate mean ? Fannie ? . . . . One that is either too hot or too 

cold. Yes, but I want the complete statement An 

extreme climate is one that is either too hot or too cold. A 
temperate climate that is not too wet and stormy is also 
called salubrious. All repeat .... salubrious. This word 

means several things. When we say a climate is 

salubrious, we mean that it is neither too hot nor too 

cold, which in one word would be ... . tetnperate, and that 
it is not too .... wet and stormy. It might not even rain 
very much, but if it was foggy and damp would it be salu- 
brious ? No, sir. Raise hands all who can give me 

another word like salubrious ? I will give you one. Genial. 
All answer .... genial. A genial or ... . salubrious climate, 

is one that is in every way fine, or agreeable. 

Fred, repeat that last sentence. (He repeats.) 

Now all answer promptly. By the climate we mean three 
.... things, ist, . . . . temperature, or the heat or ... . cold, 
2d, ... . moisture, or the state of being wet or ... . dry, and 
3d, . . . . prevailing winds. Then the temperature may be ... . 
high (gesture in a case like this), or ... . low, which would 
mean .... hot or cold. Since these three things make up, 
or ... . compose, climate, they may be called its ... . elements, 

When a climate is too hot or too cold, it is said to be 

.... extreme, but if not, it is ... . temperate. If it is tem- 
perate and also not too stormy or moist, you would say 
it was .... salubrious, or genial. Or even if it has 



12 ORAL TRAINING LESSONS. [Lesson 11. 

extremes, if it is conducive to good health we speak of it 
as salubrious and genial. 



LESSON II. 

Adapted to Young Scholars. 
NATURAL HISTORY : HABITS OF THE CAT. 

Now all sit upright and attend. When you are looking 

and listening then you are attending. All answer 

promptly. 

All animals do not live in the same .... way. A horse 
does not get its food as a dog does, and a hen and a duck do 
not both live in the same .... place, or ... . manner. But 
every animal is exactly fitted by the Creator for its way 
of ... . living. Willie, repeat that .... Every animal is 
exactly fitted by the Creator for its way of living. 

Now all may raise hands who can give me a better word 
than fitted. Lizzie ?..... formed. Very good. I now 
want another. Hands up. George ? . . . . arranged. Yes, 
another ; Frank ? . . . .fixed. Yes, all these words would 
do. We will repeat them in order. Every .... animal, is 
exactly .... fitted, or ... . formed, or ... . arranged, or ... . 
fixed, for its way of living. But I will tell you a bet- 
ter word. It is adapted. All pronounce it together .... 
adapted. We will use this word through the lesson. All 
animals are exactly .... adapted, to their way of ... . living. 
You may all now try and think of one word that means 
ways of living or doing anything. Can you not think of 
such a word ? Let us try if we can find one. A boy who 
comes in late to school every day, we say, has formed a 

very bad habit. And a dog that barks at every one 

who passes has also formed a very .... bad habit. A boy 
who tells untruths has an exceedingly.. . . . bad habit. Now 
we will use this word instead of ways of living. Every 
.... animal, is exactly .... adapted, to its ... . habits. All 
who can repeat it, raise hands. (All should be able to, if 



Lesson ii.] ORAL TRAINING LESSONS. 1 3 

you have successfully given the lesson so far.) Jane ? . . . . 
Every animal is exactly adapted to its habits. Correct. 

We are to speak to-day of the habits of the cat. What 
does the cat eat ? Hands up. Annie ? . . . Mice. Susan ? 
.... Birds. William ? . . . . Weasels and squirrels. John ? 
.... Bats. That will do. We may say all kinds of small 
.... animals. They are her food. There is a better word 

than food. You may all give it if you can prey. 

That is right. (If they do not know it, tell it.) Would you 
call a sheep's food its prey ? . . . . No, sir. But a cat's food 
is called its ... . prey. And you say that her prey consists 

of all kinds of small animals. These animals are 

very quick, and the least noise would . . . .frighten them 
away. And such animals as mice generally come out of 
their nests in the night, or in a dark cellar or closet. What 
do you think the cat will require first of all, if she has to 
catch her prey in the dark ? Hattie ? . . . . She will require 
good eyes. Very well answered. She must have good, sharp 
.... eyes, so as to be able to see even where it is ... . 
dark. Willie, repeat that. (He repeats.) Now all together 
again. All animals are found to be exactly .... adapted, 
to their .... habits. The cat, having to catch her .... 
prey, in the .... dark, must be adapted to that, and must 
therefore have good .... eyesight. Must she have any- 
thing else that you can think of ? Jennie ? . . . . She must 
be able to run. Well, I do not know whether that will be 
very necessary or not. Listen to me. Would a sheep's feet 
do for a cat even if she could run fast ? . . . . No, sir. I think 
not. She must have very .... soft feet, so that when she 

walks (accompany these ellipses by gestures,) she 

may make no ... . noise. For if she made as much noise 
as a sheep she would .... frighten the birds or mice. We 
have now found two things that she must have. Fred ? 

.... Sharp eyes. Next ? Soft feet. Who will state 

this ? Willard ? . . . . The cat must have sharp eyes and soft 
feet. Good. 

Now we will try again. She creeps up very softly as near 
as she can get to a ... . bird, or a ... . mouse, and then she 
crouches down and waits till it hops a little .... nearer, 
and while it is not looking she makes a great .... spring, 



14 ORAL TRAINING LESSONS. [Lesson in. 

or leap, and jumps right upon it. But if she had 

sheep's feet, what then ? . . . . She could not catch the mouse. 

Another word for catch. She could not seize the 

mouse. In order to enable her to seize it, she must have 
sharp .... claws, upon her .... feet. But if you look at a 
cat's paw you see no claws. How is this ? A sword is 
kept in a ... . case, or ... . sheath. And if a cat's claws 
are to be kept .... sharp, they must also be put into .... 
cases. Are they ? . . . . Yes, sir. And if we just pull one 

of her whiskers, we see all her claws, displayed at 

once. Then her claws are kept sharp by means of ... . 
sheaths, or ... . cases, between the cushions of her .... feet. 
These cushions are under her .... feet, so that she may 
make no ... . noise, when she .... walks near a mouse. 

In the next place, after she has caught her .... prey, she 
must have proper teeth so as to be able to ... . tear it. 
Teeth like a sheep's would not do for the .... cat. Her 
teeth must be very .... sharp. 

Now all answer. In order that the cat may be 

adapted, to her .... habits, or ... . way of living, she must 
be provided with, ist, . . . . good eyes ; 2d, .... soft feet ; 
3d, .... sharp claws, to hold or ... . seize her prey ; 4th, 
to keep her claws sharp, her feet must have .... cases, or 
. . . . sheaths ; 5th, she must have good sharp .... teeth, in 
order to ... . tear her food. 



-0- 



LESSON III. 

THE FORM OF THE EARTH : PROOF BY CIRCUMNAVIGATION. 

We are to speak to-day of the Form or Shape of the 
Earth. How many know its shape ? I see several hands 
up. Willie? .... Round. Round like a cent ? . . . . No, sir ; 
round like a ball. Round like a stove pipe ? . . . . No, sir ; 
round like a ball. A ball is also called a . . . . globe. What 
word will mean " like a globe ? " George ? globular. 



Lesson in.] ORAL TRAINING LESSONS. 1 5 

Right. I will write this word on the blackboard. All 

answer globular. This word means .... like a globe. 

There is another word which means like a sphere. What 
is it ? . . . . spherical. The earth then is round .... like a 
ball, or globular, or ... . spherical. Now do you be- 
lieve this ? If you go outside and look, can you see that 
it is round ? . . . . No, sir ; it is fiat. This boy thinks the 
earth is flat. Does any one else think so. No one ? Then 

you think it is globular. Why ? Have you any 

reason ? What good is there in telling me it is round or 
globular, if you cannot prove it. This boy who said flat, 
answered as he naturally believed it is. And for thou- 
sands of years people lived and died without knowing any 
better than this. A long time ago it was thought to be as 
it looks, that is ... . flat. And boys and girls often asked 
their parents how far they could . ... go, before arriving at 
" the end of the earth." They felt curious to know if there 
was any place, away off, where you could "jump off, " — a 
regular "jumping-off place." And then some very inquisi- 
tive boy like Sam here, would ask what it rested on, or 
what it was built upon. But their parents could not tell 
anything about these things. Well, Sam, I see your hand 
up ? . . . . What does the earth rest on ? We will see pres- 
ently. Don't be too much in a hurry. Some wise philoso- 
phers taught people that the earth was built on four great 
pillars. Others that it was carried on the back or shoul- 
ders of a god whose name they called Atlas. All repeat this 
name .... Atlas. Then others said the land was like a 
great raft, and floated upon the .... water. 

Well, Charlie, what is it? ... . What did they think the 
pillars 7-estcd on, or the god, Atlas, or the water ? (If such 
a question is not asked, you ask it.) Oh ! that was the 
great question which they could never .... anszver. We 
have just said that the earth was not flat at all, but .... 

round like a ball, or globular, or spherical. I 

heard some girl say sperical ; all answer it correctly .... 
spherical. Now I am going to tell you how we know this. 
(Use the map of Hemispheres or a globe here.) 

In order to go to India, the people of Europe had to sail 
.... round the continent of Africa, or round the .... Cape 



l6 ORAL TRAINING LESSONS. [Lesson m. 

of Good Hope, and then across the Indian Ocean. 

But about four hundred years ago, all repeat, about .... 
four hundred years ago, a man named Columbus, who lived 
in a city of Europe called Genoa, thought that he could get 
to India in another way in a ship. This man's name was 
.... Columbus ; he lived in ... . Genoa, about .... four 
hundred years ago. What did I say about him, Lizzie ? . . . . 
He thought he could get to India in another way in a ship. 
Yes, Columbus believed that the earth was round like a 
ball, or ... . globular, or ... . spherical. Very few others 
believed this. No one in Genoa believed it. 

But Columbus said to himself, " now if the .earth is ac- 
tually globular, if we sail round the other way, that would 
be ... . West, we will get to India just as well. And I 
think it is a shorter way than going round the .... Cape of 
Good Hope.'" What was it that Columbus thought, Fannie ? 
.... (She repeats.) So he went to his King and asked him 
to fit out a good .... ship, and let him go and try to find 
another .... way to India. Do you think the King did so ? 
No, he only laughed at Columbus, and thought he was 
mad. He said, " How ever could you get round the other 
way? Why your ship would fall off." We will see in 
another lesson why it is that a ship does not fall off in 
going round the .... world. 

But Columbus had to go away from his own country, 

from Italy. He went to this country Spain. 

There the King and Queen, Ferdinand and Isabella, 
gave him several ships to go with, and fitted him out for 
the voyage. What a glad day that was for Columbus ! 
He thanked .... the King and Queen, and his ship .... 
sailed. They went away many hundreds of miles to the 
.... West. Sometimes the men got afraid that they would 
get to the end of the world and fall over ! For some of 

them believed the earth was flat. At one time they 

threatened to throw Columbus overboard and go back to 
.... Spain. But he cheered them and they sailed on, and 
at last one day a man upon one of the masts called out 
that he could see the land ! They had, before this, seen 
branches of ... . trees, and drifting wood, so that they knew 
they were near .... land. Then Columbus was sure he 



Lesson iv.] ORAL TRAINING LESSONS. 1 7 

was coming near to ... . India, and he felt very .... glad, 
to think what a great discovery this .... would be. 

But as they came near the shore, they saw that the people 
were not like those who lived in India. They had come 
to a very strange place that no European had ever seen 
before. Who can tell me what country it was ? George ? 

America. Correct. Afterwards men sailed across 

from Europe westward, all the way to ... . India, by going 

round South America. And now we can travel all 

round the world in about two months. Since we can start 

and keep on in the same direction, and at last arrive 

where we ... . started, the earth must be ... . round. But 
if it was like the stove-pipe we could still sail round it. 
How are we to know that it is round like a ball ? We will 
prove this in another lesson. 

Now all answer rapidly. Long ago the earth was sup- 
posed to be flat. But we now know that it is round 

like a . . . . ball, or globular, or . . . . spherical. The 

first man who acted on this supposition was Colum- 
bus, who was born in ... . Genoa, about. . . .four hundred 
years ago. He believed it to be globular, and at- 
tempted to go to ... . India, by sailing to the West, 

instead of round Cape of Good Hope. But did he 

reach India ? No, sir. Instead of that, he ... . dis- 
covered America, which is between Europe, and this 

continent Asia (pointing to Asia). Since the time 

of ... . Columbus, men have sailed completely .... round 
the world, thus proving it to be ... . round. 



-o- 



LESSON IV. 

physiology: organs and functions. 

I see one or two boys not sitting in an upright 

position. Can they attend properly ? . . . . No, sir. Then 
all sit ... . upright. 



15 ORAL TRAINING LESSONS. [Lesson it. 

Our bodies consist of many different parts, and 

these different parts have all different things to do. The 
hands have not the same work to do as ... . the feet, (point- 
ing downwards to* the feet, using appropriate gestures 
wherever they will assist,) and the feet do not have the 
same kind of work as the .... eyes. But every part of the 
body has something to .... do. And, unless it is diseased, 

every part does its own work. Now I want to see 

whether any of you can tell me a name for a part of the 
body which does any particular work. What does the eye 

do ? It sees. Then you could call the eye an ? 

There is a particular word used for this, which I will give 
you. Raise hands all who will try and remember it. Well, 
hands down. It is organ. Let me hear all repeat this 
word .... Organ. Again .... Organ. 

The eye or ear then could be called an ... . organ. The 

eye is the organ of sight, and the ear is the organ of 

.... hearing. Raise hands all who will repeat this. (If 
there is one who has the ability to do so and cannot, owing 
to inattention, make him stand and write it on his slate, 
while some smaller boy or girl dictates it to him.) Ella, 
you may state it ... . The eye is the organ of sight, and the 
ear is the organ of hearing. Fred, let us hear that from you 

also. (He repeats.) And the nose is the organ of 

smell. Now all who can give me another organ of tne body 

may raise hands. Annie ? The feet are the organs of 

walking. Only of walking ?.... And of running. Anything 

else ? Of dancing. Yes, but we will include those all 

under one name, motion, or a better word is locomotion. 
I will write it on the blackboard. Now all answer this word 
.... Locomotion. The feet are .... the organs of locomotion. 
Harry, repeat it. (He repeats). 

I will now tell you that that which an organ does is 
called its function. All pronounce this word .together 

Function. We say that seeing is the function of the 

.--! . . . eye, and that hearing is the function of the ear. 

The organ is that which perforins the work. Now 

who can give me other organs of the body ? Hands up. 
What are the organs of speech ? Thomas ? The or- 
gans of speech are the lips, teeth, tongue and palate. And their 



Lesson iv.l ORAL TRAINING LESSONS. 19 

function is ... . speech. Mary, you may now give the first 
organ we named, and its function .... The eye is the organ of 
sight, and sight is its function. Willie, the next .... The ear 
is the organ of hearing, and hearing is its function. Jane, the 

next The nose is the organ of smell, and smelling is its 

function. (Always require the whole statement in full.) 
Frank, you give the next .... The feet are the organs of loco- 
motion, and their function is locomotion. This word simply 

means moving from place to place. Fannie, the last 

one ... . The organs of speech are the lips, teeth, tongue and 
palate, and speech is their function. Are there any others that 

you can think of? Dan ? The lungs are the organs of 

breathing. Raise hands all who can give me another word 
for "breathing." The word is respiration. All answer 
together .... respiration ; respiration means .... breathing. 
Dan, will you repeat your example of an organ now, using 
this word ? . . . . The lungs are the organs of respiration. Now 
for others. Emma ? . . . . The skin is the organ of touch. Very 
well. And touch or. . . .feeling, is its . . . .function. Any 
others ? Well, what is the organ of digestion — the organ 
into which the food is received ? . . . . The stomach. Don't 

say stomick, say stomach ; all give it again stomach. 

Alice, you may make the statement then The stomach 

is the organ of digestion, and digestion is its function. What are 

the teeth for besides speaking ? Chewing. Yes, but 

does any one know of a better word than chewing ? I will 
write one on the blackboard. Mastication. Chewing is 
also called .... mastication. Now, Charlie, will you state 
about the teeth ? . . . . The teeth are the organs of mastication 
or chewing. What does the tongue do besides speak ? . . . . 

// tastes. Then ■ the tongue is the organ of taste, and 

tasting is its function. Can you think of others ? Annie ? 

Is the heart an organ ? Yes, the heart is an organ. 

It circulates the blood, or sends it through the body. 

You may now, Annie, give us the statement about the 
heart .... The heart is the organ which circulates the blood ; 

and the circulation of blood is its function. You 

make it complete, George. (He makes it in full.) 

Thus the whole body is made up, or ... . composed, of ... . 
organs, which all perform certain . . . functions. We will 



20 ORAL TRAINING LESSONS. [Lesson y. 

rapidly go over what we have said. The eye is ... . the 
organ of sight, and its . . . .function is seeing; the ear is ... . 
the organ of hearing ; the nose is the .... organ of s?nell ; 
the feet are the .... organs of locomotion, or moving from 

place to place ; the organs of speech are the lips, 

teeth, tongue and palate. The lungs are .... the organs of 

respiration ; the skin is the organ of touch. The 

stomach receives .... the food, and is called .... the organ 
of digestion. The teeth are also the . . . organs of chewing, 
or ... . mastication. 



LESSON V. 

NATURAL SCIENCE — HEAT : ITS EFFECTS. 

I need not say before we commence that I hope all will 
sit ... . upright, and give their best .... attention, without 
which you cannot .... learn. Our lesson to-day is upon 

HEAT AND ITS EFFECTS. 

Who can tell me what heat is ? Is it anything ? Would 
a cannon ball weigh any more if red hot than it would if 
cold ? . . . . No, sir. Then is the heat that it contains any- 
thing ? I see that you are not decided. 

When we spoke of the atmosphere, we said that some 
things are only known by their .... effects. The air, for 
instance, we can neither see, nor .... hear, nor .... feel, 

nor taste, nor smell. Then how do we know 

that there is such a thing as air ? ... . By its effects. Now 
heat also produces certain effects by which it is known, be- 
sides being perceived by the sense of feeling. Raise hands 
all who can tell me any effect of heat. Bennie, you may 
tell me one . ... It burns us. Well, that is the way it acts 
on the sense of feeling. But can any one give me any 
effect that it produces by which we know that a substance 
contains it? Let us see. Before the blacksmith places 
the iron rim on the wheel he ... . heats it. Why ? I will 



Lesson v.] ORAL TRAINING LESSONS. 21 

tell you. When the iron becomes hot, it grows much lar- 
ger. I want a word which means " grows larger." George ? 
.... expands. (If no one knows, tell it.) That is correct. 
And while it is expanded he puts it on ... . the wheel, and 
then cools it. As it cools, it draws together, or .... ? All 
listen, and I will give you the word I want. Contracts. As 
the iron .... cools, it ... . contracts, or ... . draws together. 

Willie, repeat that As the iron cools, it contracts, or 

draws together. Kate, you may state what we said before 
that .... As the iron becomes hot, it expands or grows larger. 
We now know of one effect of heat then. It causes sub- 
stances to ... . expand, or ... . grow larger. Emma, repeat 

that Heat causes substances to expand. This is the 

first .... effect of heat, that we have found. 

In the next place, have any of you ever seen the stove 

in a dark room any other color than black ? Yes, sir. 

You have seen it ... . red. When does it get red ? . . . . 
When it is very hot. And it is red or appears red because 
it gives out .... light. What causes a candle or lamp to 
give forth light . . . . ? It is the same thing that makes the 
iron give out light and become red. That is the .... heat. 
Heat causes any substance to give forth .... light, when it 
is very strongly heated. Now I want a word which means 
" give forth " or " send forth." I will write it on the black- 
board. Emit. All answer together .... emit. If iron is 
made very .... hot, it will .... emit light, that is ... . send 
it forth. Eddie, you may stand and repeat that. If 
iron is hot enough, it will emit or send forth light. (Do not 
object to having the sentence slightly changed if still cor- 
rect. It shows thought and independence.) 

We have now spoken of two effects of heat, ist, .... 
// causes substances to expand, and, 2nd, . ... it causes them 
to give out, or emit, light. Sam, will you repeat that ? . . . . 
The first effect of heat is, that it causes substances to expand ; 
and the second is, that it causes them to emit light. 

Now I want you all to think of any other effect of heat. 
Try hard. Does it produce any other effect upon substan- 
ces that you can remember ? Hands up. Mary // 

causes ice to melt. Anything else besides ice ? ... . Yes, sir ; 
lead. Yes, or any metal, or indeed any solid substance. 



22 ORAL TRAINING" LESSONS. [Lesson ti. 

Heat changes solids into ? What would you call 

water — or melted iron ? a liqicid. Yes, then all an- 
swer, heat changes solids into liquids. But if we go 

further and heat the water, what then becomes of it ... . 
It is changed into steam. That is right. And what is it 
that changes the liquid into a gas ? . . . . The heat. Very- 
well. It changes solids into ..... liquids, and then the 
liquids into .... gases. Lizzie, we want to hear that state- 
ment from you .... It changes solids into liquids, and liquids 
into gases. What does ? Repeat again. (She repeats, 
using "heat" for "it.") This is the third .... effect of 
heat. 

Now I will give you a definition for heat. Heat is that 

WHICH CAUSES THE SENSATION OF WARMTH. You may all 

repeat .... Heat is that which causes the sensation of warmth. 
It produces on substances three effects which we have 

found, ist, It causes them to expand, 2nd, It 

causes them to emit light, and 3d, .... 77 changes solids into 
liquids, and liquids into gases. We will speak in our next 
lesson of its sources, or whence it is derived. 



LESSON VI. 

NATURAL SCIENCE : ATMOSPHERIC PRESSURE. 

Now all sit upright and attend. Be sure to answer 
promptly. Our lesson to-day is on the atmosphere. 

We are surrounded upon all sides by something which 
we breathe, and which we commonly term the .... air. It 
has another name which I used just now, the .... atmos- 
phere. This word means the air, with all that it contains, 
such as clouds, moisture, etc. 

The shape of the earth is ... . round. (See Lesson in.) 
Like this cent ? . . . . No, sir ; like a ball. Round like a ball, 
or .... ? I want the word which means like a globe. Hands 
up. James ? . . . . Globular. Correct. Another ? . . . . What 



Lesson vi.] ORAL TRAINING LESSON'S. 23 

word means like a sphere ? Annie ? . . . . Spherical. Now 
it is because the air surrounds our sphere that it is called 
the .... atmosphere. Raise hands all who can tell me how 

high it extends from the earth's surface ? I will tell 

you. It is forty-five miles high. George, make that 
statement .... The atmosphere is forty-five miles high. Now 
we will repeat. The earth's form is ... . globular, or ... . 

spherical, and it is surrounded by a fluid called the 

atmosphere, which is how high ? . . . . forty-Jive miles. Now 
we will go a step further. Boys sometimes in their play 
"pile on" one another. Who sustains the greatest pres- 
sure ? . . . . The boy underneath. And if this room was piled 
full of shot, the lowest layer would sustain the weight of 
. ... all the rest, the next layer not quite so ... . much, and 

so on to the top. Just so it is with the .... air, or 

atmosphere. The lowest layer bears the .... weight, of all 
that lies .... above it. Hence it sustains the greatest .... 
pressure. Who can tell me the amount of pressure of the 
atmosphere ? I will tell you. If you measure on the 
ground a space of a square inch, and suppose a column of 
air to rest upon it, extending to the top of the air, that is 

how high ? forty-five miles, this column of air would 

weigh fifteen pounds. Hence, we say that the air presses 
with a force of fifteen pounds on every square inch. 
Ella, you may repeat that. (She repeats. Call on others.) 
Then on two square inches it would exert a pressure of. ... 
thirty pounds, and on four square inches .... sixty pounds. 
Then why do I not feel a great weight upon my hand, 
which is more than four square inches ? (In order to 
explain this, take a common glass tumbler and fill it 
brimful of water, place a piece of paper over the surface of 
the water that will completely cover it. Then take the 
tumbler in the left hand, place the palm of the right hand 
upon the paper on the surface, so as to keep it in position, 
and invert the tumbler. Hold it with the left hand, and 
take the right away from the paper. The water will not 
flow out. It will be supported by the upward pressure of 
the air.) Who can tell why this water does not flow out? 
Willie ?..../ suppose it is because the air presses tip against 
it and keeps it in. That is very well explained. It is kept 



24 ORAL TRAINING LESSONS. [Lesson vi. 

in by the pressure, of the air. Now who will 

answer my former question ? Why cannot I feel the weight 
upon my hand ? Alice ? . . . . The air presses tipwards un- 
derneath it, just as forcibly as it presses downwards above it. 
Good, and we stated just now that its pressure amounts to 

how much ? Lizzie ? Fifteen pounds on every square 

inch. Make a complete statement. (She makes it.) 

On account of this pressure the particles at the lower 
part of the atmosphere are pressed tightly together. Now 
if we were to place a layer of hops over the floor of this 
room, and then put two more layers over them, the lower 
layer would be a very little pressed .... together. But if 

we filled this room with hops, the lowest .... layer, 

would sustain so much .... pressure, that they would be 
very much .... squeezed. I want a better word. I will tell 

you one. Compressed. All answer compressed. If 

you take a sponge and close your hands upon it, it becomes 

compressed. Repeat that, Charlie. (He repeats, or 

if he cannot, through inattention, cause him to write it on 
his slate three or four times after calling on some one who 
can. If he still pretends he cannot, keep him in at recess, 
and allow some smaller boy to dictate the words to him 
slowly, then let him have remainder of recess.) And just 

so with the air. The particles down at the earth's 

surface, on account of the weight above them, are very 

much compressed, and the air there is said to be very 

thick. (This, or some other word, will probably be 

given.) I want a better word pressed. Better yet. 

Can you not think of a word that means very much com- 
pressed ? A dark heavy cloud would be said to be .... ? 
I will give you the word I wanted, if all are very attentive. 
It is dense. All repeat it ... . dense. Together, again .... 

dense. Air at the earth's surface is said to be very 

dense. Now what is the opposite of dense ? Any one ? I 

will tell you. It is rare. AH give it rare. Then 

away up in the upper regions of the .... atmosphere, the 
air is very .... rare, because, George ? . . . . there is not so 
much pressure upon it. Charlie, repeat that. (He repeats.) 

Now, all answer rapidly. The form of the earth is ... . 
round like a ball, or ... . globular, or spherical, (same 



Lesson vii.] ORAL TRAINING LESSONS. 25 

order in which taken at first,) and it is surrounded on all 
.... sides, by a thin fluid called the .... atmosphere, which 
extends to the height of ... . forty-five miles, above its ... . 
surface. Since the air in the lower parts of the .... atmos- 
phere, has to sustain the weight, of all that lies .... 

above it, it is greatly compressed. Hence the lower 

portions are very .... dense, while the upper parts are .... 
rare. The pressure, which means the force with which it 

presses, is about fifteen pounds on every square 

inch. The reason we do not perceive this immense 

pressure, is that the particles press upwards (gesture 

here) as well as ... . downwards. We prove this by means 
of that glass of . . . . water, which did not .... spill, although 
we turned it ... . upside down, or ... . inverted it. 



LESSON VII. 

ASTRONOMY : MOTIONS OF THE EARTH. 

This morning we are to have a lesson on the motions of 
the earth. All must be very .... attentive, and in order to 
be so, it is necessary to sit ... . erect. 

Of what shape is the earth ? . . . . Round like a ball, or 
.... globular, or ... . spherical. When we spoke of its form 
(See Lesson 111.) I did not tell you what it rested on. Does 
it rest on anything ? Have you ever seen a boy with a 

string and a button, or a ball tied on the end of it ? 

Yes, sir. Well, what does the button rest on, if the boy 
swings it round his head ? . . . . Nothing. And still it does 
not fall to the .... ground. Well, the earth is suspended 

in space in very much the same way. But, instead 

of a string, or anything of the kind, there is a very strong 
force called attraction which draws it towards the sun 

just as the string draws the button, towards .... the 

boy's hand. If the string breaks, the button flies off, 

but if not, it holds .... the button, in its place. Let 

2 



26 



ORAL TRAINING LESSONS. 



[Lesson yii. 



us invert this sentence. The earth is held in its ... . place, 

by attraction. It is attracted toward the sun. 

Now, why does it not go right into the midst of the sun? 
I will tell you. Like the button, it goes round the sun, 

which tends to keep it off, just as the motion of the 

button keeps it away from the .... hand. (It is best to 
have a contrivance of this kind at the time of giving the 
lesson to illustrate it.) I have just said that the earth goes 
round .... the sun. Bessie, repeat that. . . . The earth goes 
round the sun. Can any one give me a word instead of 

"goes?" (If not, write it.) Well, Sam? Swings. 

You try, George Revolves. That is the word. The 

earth revolves, round the sun. Lettie, repeat that. 

(She repeats.) In the next place, how long does it take to 

revolve once completely round the sun ? Henry ? 

One year. That is correct. All may answer. . . . One year. 
Fred, repeat that. . . . The earth revolves round the sun in one 
year. This is called the revolutionary motion of the 
earth. I will write this on the board. Let me hear these 
two words from all. . . . Revolutionary motion. The earth's 
motion round the sun is called its ... . revolutionary motion. 
Fannie, repeat that. (She repeats.) 

But are we not altogether mistaken ? It appears to me 
that the sun rather revolves round the earth ! You have 
all seen the sun rise in the .... east, and set in the .... 
■west. How is this ? When on a railroad train we can 
imagine that the trees, houses, telegraph poles, and fences 

are all moving in the opposite directioti, to that in 

which we are .... going. But are they ? . . . . No, sir. No, 
they only appear to do so. Their backward motion is 
only .... apparent. (Write this word if they fail to an- 
swer it.) And you will afterwards find that it is on account 
of another motion of the earth that the sun appears to 
revolve around it. 

What is the other motion ? If a wagon moves down the 
street, its wheels move along the ground just as the run- 
ners of a sleigh would. But they also have another 
motion. What is it ? ... . They move round the axles. Right ; 
and as the earth revolves round .... the sun, it also turns 
or spins round like a wheel. This is its second 



Lesson vin.] ORAL TRAINING LESSONS. 2"J 

motion. Can any one tell me how often it turns round in 
this way ? George ? . . . . Once in twenty-four hours. Very 
good. (Tell it, if not known.) And what is this motion 
called ? I will show you. The Latin word rota means a 
wheel, and to rotate is to turn round like a . . . . wheel ; 
therefore, this is called its rotatory motion. (Primary 
accent on first syllable. Secondary on the third. Write 
these words and all new words.) Now, a wheel rotates 

on the axle, and the earth rotates, on its axis. 

Repeat that, Jennie. (She repeats.) Do you think the 
earth's axis is anything like the axle of a wheel ? . . . . No, 
sir. When a top spins, it does not spin on an axle, but on 
an axis. An axis is only imaginary, that is, it does not 
really exist like an axle. 

Now, you may answer rapidly. The earth has two .... 

motions. One is called its revolutionary motion, and 

is performed round .... the sun, and the other is its ... . 
rotatory motion, which is performed round an imaginary line 
called .... the axis, which corresponds to the .... axle of 
a wheel. It performs one revolution in .... a year, and 

one rotation in twenty-four hours. We will see in 

another lesson that this last motion causes day and night 
and other curious phenomena. All prepare for our next 
work. 



LESSON VIII. 

PHYSIOLOGY : THE FIVE SENSES. 

We now expect all to sit upright and keep their senses 
about them. In order to answer promptly, you must give 

your best .... attention. Again, I want your best 

attention. 

When we are asleep we cannot tell anything that is 
going on around us. Rapturous music may be in the air, 
but we cannot .... hear it. Beautiful pictures may hang 
all around, but we ... . cantiot see them. Our bed-clothes 



28 ORAL TRAINING LESSONS. [Lesson vm. 

are around us, but we cannot feel them. Unpleas- 
ant odors may fill the room, but we cannot smell 

thei?i. Neither can we taste anything. Nothing can come 
into the mind from outside. Are there any other ways 
by which we know what is around us besides what we 

have mentioned ? No, sir. How many ways did 

we name ? Five. Now, these five ways by which 

knowledge passes into the mind are called ? 

They are called the five senses. All repeat the 

five senses. 

The first sense that we will speak of is the most impor- 
tant ; it is the sense of ... . seeing. (Use gestures, such 
as pointing to the eyes.) You remember our lesson upon 

" organs and functions." The organ is that 

which acts. The function is ... . that which the organ per- 
forms. Well, raise hands all who can tell me the organ of 

sight. Willie ? The eye is the organ of sight. Now 

who can tell me the function of this organ ? Annie ? . . . . 
The function of the eye is seeing, or sight. Is there anything 
else required for sight besides the eyes ? Suppose we are 
shut in a dark room, can we see ? . . . . No, sir. Why ? . . . . 
There is no light. Then we see by means of ... . the light. 
The light enters our .... eyes, and produces in the mind a 
picture of the object that we look at. This picture is 
called a .... ? Anything that is calculated, you would 
call a . . . . calculation. And anything that is formed a . . . . 
formation.. Then what would anything be called that 

passes in through one of the senses ? A sensation. 

(Never tell a word if there is any way of making the 
scholar think it out for himself.) Correct. The mind 

receives sensations through the senses. Anything 

that is seen, then, causes a . . . . sensation. 

The next sense that we will refer to is ... . hearing. 
(Pointing to the ear.) The organ that performs this office 
is ... . the ear, and the act of hearing is ... . the function 
of the ear. Lizzie, will you make a short statement of this 
fact ? . . . The ear is the organ, and hearing is the function 
that it perforins. By what means do we hear ? I will tell 
you. It is by the air. At some other time we will have a 
lesson on each sense, and then I will explain how we hear. 



Lesson viii.] ORAL TRAINING LESSONS. 29 

But you may ail answer for the present that it is by means 
of ... . the air that we hear. 

We have now mentioned two senses. They are 

Seeing and hearing. The organ of sight is the eye, 

and we see by means of the light. Harry, repeat. 

(He repeats.) The organ of hearing is ... . the ear, and 
hearing is called its ... . function. We will now. pass on 
to the next sense, feeling. Let me hear this from all ... . 
feeling. It is sometimes called touch. The sense of ... . 
touch, or ... . feeling. Raise hands those who know what 

is the organ of touch. James ? The skin. Yes, and 

its function, is feeling. If I move backwards 

against the wall, with my hands extended behind me, how 
do I know when I have arrived at the wall ? . . . . By feel- 
ing it. When my hand touches it, a kind of influence is 
excited there which passes to my mind. This influ- 
ence you would call a ? Since it passes in through 

the sense of feeling it is a ... . sensation. And sensations 
pass along the . . . . ? Can no one tell me the name of 
those organs whose function it is to carry sensations to the 
mind ? If you will all remember, I will tell you. They 
are called nerves. Let me hear all answer this word 

together nerves. The influence excited on my 

hand, passes along the .... nerves, to the .... mind, where 

it produces what we call a sensation. Can any one 

tell me where the sense of feeling is most acute ? I will 
tell you. It is most acute in the hands, and especially at 
the finger-ends. The fine nerves which are found at the 
ends of ... . the finger, are protected by the . . . .finger-nails, 
because they are so delicate. The organ of touch, then, is 
.... the skin, and its . . . .function, is . . . .feeling. The sen- 
sations produced upon the skin pass along .... the nerves, 
to the .... mind. Give the last sentence again, Charlie .... 
The sensations pass along the nerves to the mind. Good. 

We now come to the sense of smell. Even if we were 
deprived of eyes, ears, and feeling, if there were burning 

brimstone in this room we would soon know it by 

the sense of smell. And we could also tell that sugar was 
.... sweet, and vinegar .... sour, by the remaining sense 
of ... . taste. 



30 ORAL TRAINING LESSONS. [Lesson ix. 

We have said that the mind knows things by the five 
.... senses. I want a better word than "knows." I will 
give you it. This word is always used in the sense of 
which we are now speaking. It is perceives. The mind 
.... perceives, or ... . knows things, by the .... five senses. 
The ist of these is ... . seeing, in which the eye is the .... 

organ, and sight the function. 2d, Hearing, in 

which the ear is the organ, and hearing is the 

/unction. 3d, .... Feeling, or touch, in which 

the skin is the organ and feeling the function. 4th, 

Smell, where the nose is. the organ. 5th, Taste, 

of which the organ is ... . the tongue. Through these five 
.... senses, the mind receives .... sefisations. The sensa- 
tions travel along .... the nerves, to ... . the mind, which 

is said to know them or perceive them. That is the 

best word, and the one I wish you always to use. You 
say that the mind .... perceives sensations. 



LESSON IX. 

NATURAL SCIENCE : ATMOSPHERIC PRESSURE. 

To attend, you have often told me, means to look 

and listen. Without doing this you could not .... answer. 

In our former lesson on the atmosphere (See Lesson 
vii.) we stated the fact that the earth was surrounded by 

a thin .... fluid, called air ; and that this air, with 

all that it contains, such as clouds, and smoke, 

and .... moisture, receives the general name of the 

atmosphere. The atmosphere you also told me extends to 
the height of ... . forty-five miles, and exerts on the earth's 

surface, a pressure of fifteen pounds on every 

square inch. 

Now do you believe all this ? How do we know that 
there is any such thing as air ? For instance, there is air 
in this .... room, but I can neither see it, nor .... hear it, 



Lesson ix.] ORAL TRAINING LESSONS. 3 1 

nor can I . . . . feel it, ox ... . taste it, or ... . smell it. How 
then clo I know that it is here at all ? In speaking of the 
five senses (See Lesson vin.) we said that there are five 

ways in which we become acquainted with the things 

that surround us. Mary, repeat that sentence. (She re- 
peats.) And now we find that we cannot tell that there 
is air in this .... room, by either of these five .... senses. 

Well, Sam, I see your hand up. What is it ? I can 

feel the air when I do this (striking his hand rapidly through 
the air). Good. I see that we have one boy who thinks 
some. But, Sam, when I said we could not feel it, I meant 
by rubbing our hands together, or the finger and thumb 
simply, just as you would feel flour or sand. We will re- 
peat our statement ; at the same time we are much obliged 
to you, Sam, for your suggestion. We cannot tell, in the 
ordinary way, that there is air in ... . this room, by any of 
the five .... senses. The question is, then, how are we to 
tell ? 

Now, I am going to tell you that some things are only 
known by their effects. I have written this on the 
blackboard. I will now try how many boys or girls there 
are here who notice things that happen around them ; or, 
observe things that come within their observation. Who 
can give me an example to illustrate what I have written 

on the blackboard? George ? If a stranger in a city 

passed by a cellar full of ashes and cinders, he would know 
that a house had probably been burnt. That is an excellent 

example. Are there any others that any one thinks 

of ? Kate ? When we see a field of wheat, we know 

that wheat has been sown there. Very good. We would 

know that the farmer had sown his wheat, although 

we did not perceive it through any of our .... senses. We 
would, in that case, know it by ... . its effects. We see the 
effect, and then judge of the cause. This is called judging 
of things, or knowing things by ... . their effects. 

We will now apply this to our subject. If we see the 
leaves of a tree all in motion, we then immediately think 
that there must be something that makes them .... move. 
They have no power in themselves to ... . move, and must 
therefore be moved by something else. That some- 



32 ORAL TRAINING LESSONS. [Lkssow x. 

thing which moves them is the air, and thus we con- 
clude that there is such a thing as ... . air, from its 

effects. I want to hear that word from all ... . effects. And 
if we see a door slammed to with a great .... noise, and no 

one near it, since the door itself cannot move, some 

force must have shut it, and we conclude that it was 

closed by the force of ... . the air. 

And when we performed that experiment with the glass 
of ... . water, which we will now repeat, or perform .... 
again, we found another effect of the air. By its pres- 
sure, as we judge, it causes the water to remain in ... . the 
glass. Now I will extend this lesson a little further. If 
this tumbler were twelve inches high, instead of four, do 
you think that the air would still keep it full of water, if 
inverted so ? . . . . Yes, sir. If it were ten feet long, or were 

a long tube closed at one end, do you think it could 

then keep it full ? I see you cannot tell. It would. And 
it would do so if the tube were thirty- two feet long. 
What did I say then, Willie ? . . . . You stated that the pres- 
sure of the air would keep an inverted tube, thirty-two feet long, 
full of water. But if it were longer than that, it would not 
remain full. Or we will state it thus : The pressure of 
the atmosphere would support a column of water 
thirty-two feet high. Charlie, repeat that. (He re- 
peats.) You may all write this on your slates, as I have 
done on the blackboard. 



LESSON X. 
natural science : the three forms of matter. 

Now I wish you all to give your attention to what I have 
to say. In order to improve, every one must .... attend. 

There is one word that is used to represent all the dif- 
ferent things that exist in nature. When we use this word 
we may mean clay, iron, water, rock, air, grass or any other 



Lesson x.] ORAL TRAINING LESSONS. 33 

thing that we can .... think of , ox ... . find. Can any one 
tell me what word this is ? All try and think of it. I want 
to see some hand raised. Kate, I see your hand up ; what 
do you think it is ? ... . Things. Well, that word would do 
in most cases. But could you say elegantly that a lot of 
wheat, for example, is a thing ? Would you say, " what a 

large thing that wheat is," for instance ? No, sir. 

Who can think of a better word ? You see that I wish you 
all to think hard before I tell you. Since no one knows, 
I will give you the word. All the substances that I have 

named, you may repeat them chiy, iron, water, rock, 

air, and grass, may be called matter. We will put 

this word on the blackboard. I said that they could all 

be called different kinds of matter. This word may 

mean anything that we can find in the .... world, or in any 

other world. We can call it all matter. I am 

going to try how long every one will remember this word. 

All may repeat it again matter. Willie, what about 

matter t .... It is a name that is used for everything around 

us. Would you call this ink matter ? Yes, sir ; and 

sand or coal would also be matter. 

Now the earth is composed or ... . made up, of many dif- 
ferent kinds of matter. And this matter we find in 

various forms. How many forms does it assume ? Per- 
haps this will be a very difficult question for you to answer, 
so we will leave it unanswered till the end of the lesson. 
But I want you all to keep an accurate account as we go 
on. All substances like wood, coal, or limestone we call 

? They will not pour like water, because they are 

.... solid. That is the word. All repeat .... solid. Raise 
hands all who can give me other solids. John ? . . . . Brass. 
Mary ? . . . . Iron. Willie ? . . . . Paper. Fred ? . . . . Clay. 

George ? Ice. Well, that will do. Ice and iron are 

both solids. They are solid forms of matter. 

Anna, repeat that Ice and iron are solid forms of 

matter. 

I wish you to tell me now how we could change their 
form. Do you remember what we said (See Lesson v.) 

when speaking of the effects of heat ? Yes, sir ; it 

changes solids into liquids. That is correct. How, then, 



34 ORAL TRAINING LESSONS. [Lesson x. 



could we change the form of ice and iron ? . . . . By 

it. And the heat causes it to melt, or become .... 

liquid. This is the second form of matter. Some 

kinds of matter are solid, like iron or ice, and 

other kinds are liquid, like ..... water. Who can 

mention other liquids ? Sam ? . . . . Oil. Kate ? . . . . Milk. 
Mary ? . . . . Medicine. Yes, some kinds of medicine are. 
George ? . . . . Blood. Very good. That will be sufficient 
now. These substances last named are .... liquids. What 
is a liquid ? Frank ? . . . . Anything like water. Anything 

that flows like water, is a liquid. When we 

heat ice it melts, or becomes liquid, and forms 

.... water. 

Now, we wish to still further change the form of this 

substance, how shall we do it ? By heating it. Yes, 

this would change it into another form. It would 

then be ... . steam, or ... . vapor. What do we call this 
form ? I will write it. Gaseous. It is so called because 
it is like a . . . . gas ; gaseous means .... like a gas. The 
air that we breathe is a ... . gas. What kind of substance 
would you call air, then ? . . . . gaseous. And when a liquid 

is heated, its condition is called gaseous. Ice, then, 

is a ... . solid, water .... a liquid, and steam . . . . a gas. 

Libbie, repeat that sentence Ice is a solid, water a 

liquid, and steam a gas. 

When water becomes vapor, it is said to ? We 

will take this way of finding out. In map-drawing, when 
you form a continent by using a triangle as a basis, you 
are said to ... . triangulate it. Then, can you think of the 
word I want ? You have all heard it. When water turns 

into vapor, it evaporates. Only one boy answered 

then. Let me hear it from all .... . evaporates. And the 
process is called ..... evaporation. (If they do not know 
the word triangulate, take any similar word that they do 
know, to illustrate. The word evaporate may be given 

at once.) George, repeat that When water becomes 

vapor it evaporates, and the process is called evaporation. 
Water is caused to evaporate by ... . heat. 

Next, we will revise what we have said. Every substance 
may be included under one name. That is matter. 



Lesson xi.] ORAL TRAINING LESSONS. 35 

Matter exists in different . . . .forms. We have found .... 

three forms. 1st, the solid 'form. 2d, the liquid 

form, and 3d, ... . the gaseous form. These are called the 
three forms of matter. How many can now state the forms 

of matter ? Harry ? Matter is found in three forms, 

solid, liquid and gaseous. Sarah, you may also state it, and 

use the word exists instead of " is found." (She repeats.) 

Now, if we wished to change vapor back into water, 

what would you naturally think we would have to do ? 

When we changed water to vapor, we applied 

heat, and if we are to change the vapor back to ... . water, 

we must take away the heat. Give me a word that 

means "take away." Hands up. Well, I will write one. 

Deprive. We would have to deprive the water of 

heat, to change it back again to vapor. Has any boy or 
girl ever held a cold plate or spoon in the spout of a tea- 
kettle where the vapor was issuing ? Sam 1 .... I have. 

And when the cold plate takes the heat, out of the 

vapor, it changes back into water, and stands 

upon the plate in small drops. Do you know what 

this process is called ? It is called condensation. The 
vapor is said to condense. All may answer. It is said 
to ... . condense. And when vapor .... condenses, it forms 
.... water. If we now make the water very cold, that is, 
deprive it of its ... . heat, it, in turn, becomes .... ice, and 
is said to ... . freeze. There is a better word. Congeal. 

The water congeals. By cooling, then, vapor would 

.... condense, and form .... water, and water would .... 
congeal, and . . . .form ice. (Then rapidly review. Invert 
sentences when you can.) 



LESSON XL 

chemistry : COMPOSITION of the air. 

The atmosphere, you have several times told me, (See 
Lesson vn.) surrounds our .... earth, to the height of ... . 



36 ORAL TRAINING LESSONS. [Lesson xi. 

forty-five miles ; it also exerts a pressure upon the earth's 

surface, of fifteen pounds on every square inch. 

In the upper .... regions, of the atmosphere, the air 

is quite .... rare, but at the earth's .... surface, it is very 

dense. I am glad you remember these facts so 

well. Now, what kind of properties would you call these ? 

Its pressure, density and rarity, are what kind of 

qualities or properties ? Listen attentively, while I tell 
you. I will write the word on the blackboard. They are 
mechanical properties. We are now to have a lesson on 
some other properties of the air ; or rather, we will speak 
of its composition, by which I mean the things of which it 
is ... . composed, and also some of their properties. 

You have all told me that that which we breathe is ... . 
air. Now, can any one in the school tell me whether it is 
only one kind of air or several kinds ? Kate ? . . . . Several 
kinds. How do you know that ? What are they ? Now 
it will not do to answer anything without being able to 
give a reason for it. In all your answers, try and be accu- 
rate. When you are uncertain, do not be too hasty. Her 
answer was correct, however. There are more kinds of air 
than one in the .... at7?iosphere. What are their names ? 
Perhaps you have never thought of this before. 

Is a cup of tea only one kind of liquid ? . . . No, sir. It 
has at least two liquids mixed, water and .... milk. Well, 
the air has two principal kinds of gas or air in it. I used 
a new word then. What was it ? . . . . Gas. Yes, this also 

means air. The most important kind of gas in the 

air — we will use the word gas now for one single kind of 
air — is called oxygen. Let me hear this word from all 
.... oxygen. What about oxygen, Charlie ? . . . . Oxyge?i 
is the most important gas in the air. It is the oxygen that 

is used up when we breathe the air, into our 

lungs. And it is the oxygen that causes a fire to 

bum. The other gases in the air would not support a 
flame at all by themselves. They would not do to breathe. 
Then why not have the air all oxygen ? George ? .... It 
might be too strong. Well, that is the very reason I wanted. 

All may repeat. The air would be too strong, if it 

was pure oxygen. I hope you never go into saloons 



Lesson xi.] ORAL TRAINING LESSONS. 37 

or places where liquor is sold, but you may have seen peo- 
ple drink strong liquor. Do they drink it just as strong 
as it is when they buy it ? . . . . No, sir ; they put water in it 

first. They do this so as to make it not quite so 

strong, or to ... . weaken it. Can you not give me a better 
word than "weaken?" Look at the blackboard while I 
write one. Dilute. What is it ? . . . . Dilute. They put 

the water into the liquor, to dilute it. And the 

Creator has very wisely diluted the gas that we spoke of 

in the .... air, the oxygen. It is diluted, with 

another gas called nitrogen. Repeat that, Sam ? 

The oxygen is diluted zvith another gas called nitrogen. Which 
of these two gases is the most important ? Hands up. 
Sarah? .... The oxygen is the most important. 

Can any one tell me, now, how much oxygen there is in 
the air, in proportion to the nitrogen ? How much oxygen 
would there be in ten bushels of air ? If you will all re- 
member it, I will tell you. There would be two bush- 
els of oxygen in ten of air. Then how many in five 

bushels of air ? Peter ? There would be one bushel of 

oxygen in five bushels of air. And if we should take a large 
room full of air and divide it up into five parts, one part 
would be ... . oxygen, and the other four parts .... nitro- 
gen, to dilute one part . ... of oxygen. Mark, repeat that. 
(He repeats.) But do you think that the oxygen would all 
be by itself, and the nitrogen also by itself? .... No, sir. 
No, they are thoroughly mixed .... together. If I were to 
put one quart of gunpowder and four quarts of onion seed 
into a box, and shake them up together, this mixture would 
represent the .... air. The gunpowder would represent 

the oxygen, and the onion seed the nitrogen. 

How many quarts of mixture would I have ? . . . . Five 

quarts. Hence we say that one-fifth of the air is 

oxygen, and four-fifths .... nitrogen. Who will state this ?V' 
George ? . . . . One-fifth of the air is oxygen, and four-fifths 
nitrogen. 

Now review rapidly. The air does not consist of only 

one kind of gas, but .... several kinds. It consists 

almost entirely of ... . two kinds of gas. They are ist, .... 
oxygen, which is the most important, and 2d, .... . 



38 ORAL TRAINING LESSONS. [Lesson xii. 

nitrogen, with which the oxygen is diluted, or 

weakened. For one barrel of oxygen, there are .... four 
barrels of nitrogen. Or better, for one part of oxygen there 
are .... four parts, of nitrogen, to make up ... . Jive parts, 
of ... . atmospheric air. 



LESSON XII. 

MENTAL SCIENCE : MEMORY. 

Now, I want your best attention. We are to have a 
lesson this morning on memory. We will also speak of 
its improvement. 

What is memory ? You have heard people say, " I have 
such a poor memory." What do they mean ? Lizzie ? . . . . 
Remembrance. James ? . . . . Recollection. Well, let us see. 
If a man told you he could remember all about the battle 
of Winchester because he had passed through it, but could 
not remember anything of the other battles of the Rebel- 
lion, would you say that he had a good memory ? . . . . No, 
sir. But he would have a good recollection of that par- 
ticular battle. His remembrance of that .... battle, might 

be very good, and yet he would have a poor 

memory. Then there is a difference between remembrance, 

or recollection, and memory. I would like you to 

listen to me while I tell you what memory is. I am writing 
the definition on the blackboard. You have all tried hard 
to think of it, but as you cannot, I will give it. Memory is 

THAT FACULTY OF THE MIND BY WHICH WE RECALL PAST 

occurrences. Annie, repeat that Past occurrences. 

I thought so. This girl was looking out of' the window at 

something, and so, although the sound entered her 

ears, it must have gone in at one ear and out at the 

other. (Make gestures with the hands to indicate your 
meaning.) Annie, do you not feel ashamed to see so many 
hands up all around you? You will remain in at recess, 
and write that definition five times upon your slate. If you 
cannot do it alone, then I will get little Willie, here, to die- 



Lesson xii.] ORAL TRAINING LESSONS. 39 

tate it to you. Willie, you may give it . . . .Memory is that 
faculty of the mind by which we recall past occurrences. I 

said that it was a faculty, of the mind. This 

means a power of the mind ; or, more simply, a part of 

the mind. Memory, then, is that faculty, or 

power, or ... . part, of the mind, by which we 

recall past scenes. (Ask several to repeat this.) 

Memory is a very important faculty of the mind. Think 
what we would be without memory. I might show you how 
to perform an operation in arithmetic, or to analyse a sen- 
tence, but if you could remember nothing of it next day, 
would it be of any use ? . . . . No, sir. Memory, then, is very 
.... important ; and it must be a valuable thing to know 
how to preserve or improve it. I will tell you some ways 
to do this. 

The first thing to be attended to is this : We must always 

understand what we wish to remember. Charlie, 

repeat this. (He repeats.) If you do not understand a 
question in arithmetic, can you remember it ? . . . . No, sir. 
You cannot .... remember it, till you .... understand it. 

We must first .... understand, and then remember. 

Kate, repeat the first statement respecting the cultivation 
of memory .... We must first understand what we wish to 
remetnber. Unless we understand a thing it is impossible 
. ... to remember it. 

What else do you consider necessary in cultivating mem- 
ory ? I will tell you another thing. Children often attend 
a concert in which they feel highly interested, and there- 
fore remember all about it. The same children may listen 
to a lecture or discourse, in which they are not at all ... . 
interested, and then they do not .... remember it. George, 
try whether you can state this then .... We must also be 
interested in what we wish to retnember. If a scholar is not 
interested in the lesson — if he would just as willingly play 
with his fingers, or look out of the .... window, it is impos- 
sible for him . ... to remember the lesson. The first point 
we noted was, that we must .... understand what we wish 
to remetnber ; and the second, we must be ... . interested in 
what we wish to remember. 

The third way is to use maps, charts, diagrams, books, 



40 ORAL TRAINING LESSONS. [Lesson xin. 

pictures, experiments, or any other aids that can be pro- 
cured. What is the third method ? Ella ? .... It is the use 
of such aids and illustrations as maps, charts, diagrams, books, 
pictures, experiments, etc. When we study geography, for 
example, we cannot do so well by committing to our mem- 
ory a long list of names, as we could if they were accompa- 
nied by a map to show their . . . .position. The map would 
aid our .... ?nemory. And so in the study of chemistry, 
in our lesson on atmospheric pressure you could not 
have remembered it half so well if we had not performed 
that .... experiment, to illustrate our subject. The experi- 
ment, you see, gave great assistance to our .... memory. 

Now there is still one more way to aid the memory. It 
is what we call the law of association. When I tell 
you about Mount Vernon, if I also tell you that Washington 
was born there, this will furnish great assistance in trying 
to .... remember it. If you remember this place .... 
Mount Vernon, you will then, by this law of ... . association, 
associate with it the name of ... . Washington, and thus 
you will remember it when you remember .... Mount Ver- 
non. And when you think of Washington, you will think of 
the place where he ... . lived. This method of associating 
one fact with .... another, is called the .... law of associa- 
tion. This is the fourth method of aiding the .... memory. 

Now, we will recapitulate. Memory is that. . . .faculty, 
of the .... mind, by which we ... . recall past scenes. It 
can be cultivated in four .... ways, ist, . . . . By always 
understanding what we wish to remember. 2d, ... . By feel- 
ing interested in what we try to remember. 3d, . . . . By using 
such aids as maps, charts, books, experiments, diagrams, etc. 
And 4th .... By the law of association. 



LESSON XIII. 

etymolpgy — derivation : words from traho. 

As every one is in perfect order, we will proceed at once 
with our .... lesson. To-day we are to have a lesson on 



Lesson xiii.] ORAL TRAINING LESSONS. 41 

the derivation of words, or the manner in which they are 
.... derived, or ... . obtained. I know you will all be very 
much interested in this lesson. 

All observe what I write on the board. (Write on the 
blackboard as follows :) Traho ; Tractum ; to draw. 
This is a word from the Latin language. A great many 
words in the English language are derived from .... Lathi. 
The last two letters of the second word are called the end- 
ing of the word. Do any of you know a better word than 
" ending ? " What is the ending of a railroad called ? . . . . 
The terminus. Yes, and the ending of a word is called its 
termination. The termination of tractum is ... . tun. 
Do you know what the other part of the word is called ? 
I will tell you. Tract is called the root of the word. 
Willie, I wish you to tell me the two parts of this Latin 
word .... The root is tract, and the termination is urn. Very 
good. 

Now the part that I called the root, which is ... . tract, 
and means . ... to draw, is found in a great many English 
words. Raise hands all who can think of any word with 
" tract " in it. Bessie ? . . . . Attract. That is an excellent 
example. What two letters, Bessie, did you place before 
" tract ?".... At. Now this part of the word attract is 
called the prefix. " At," again, is called the .... prefix. 
Pre itself is a prefix. It means "before," and "prefix," 
is so called because it is " fixed before " another word. In 
attract, then, at is the . . . .prefix. I will tell you that its 
proper form is ad, not at. But on account of the unpleas- 
ant sound of the word " adtract " it is preferred to call it 
.... attract, thus changing the d to .... t. The prefix ad, 
means to ; and tract, you say, means . ... to draw. Then 
what will attract mean ? .... To draw to. That is correct. 
A magnet will .... attract, pieces of ... . iron, such as ... . 
needles, or ... . pens, etc. ; that is, it will .... draw them to 
it. Who will now form another word by adding another 
syllable to attract ? George ? . . . . Attraction. That is the 
word. It means the act of . . . . attracting, or ... . drawing to. 
Now add ive instead of ion. All may give it ... . Attract- 
ive ; this means having the power of ... . dra'ving to, or ... . 
attracting. There are also others, but we will pass on. 



42 ORAL TRAINING LESSONS. [Lesson xiii. 

Can any one give me another word with " tract " in it ? 
That's right, I see every hand up. Kate ? . . . . Contract. 
Very well. What prefix did she use ? Fannie? .... Con. 
This means together. (Keep these prefixes written on the 
blackboard, under each other, with the meanings opposite.) 
What will contract mean ? Sam ? .... To draw together. 
When red-hot iron cools, it ... . contracts. Or if you stretch 
a piece of India-rubber, it will afterwards .... contract, or 
.... draw, together. When two men are drawn together by 
a written agreement, this agreement is called a . . . . contract, 
because it binds or ... . draws them together. One of these 
men who contracts with the other would be called a . . . . 
contractor. This is another word. Any other?. . . . Con- 
traction. Yes. We will now pass on, and take other words. 

Raise hands for others. Lizzie ? . . . .Retract. Well, let 
us analyze this word. Re means back, and tract, we have 
said means . ... to draw. Then retract will mean . ... to 
draw back. Would you call it retracting this chair, if I 
draw it back ? I must state that this word is not used for 
objects such as this .... chair, but it is used in connection 
with our statements. When a false statement is made, it is 
sometimes contradicted by the person who made it. He is 
said to take his words back or ... . retract them. We retract 
.... statements, but not ... . objects. 

Now raise hands all who know other words from tr actum. 
Jane ? . . . . Distract. The prefix of this word is . . '. . Dis. 
Dis means apart or asunder. What, then, does distract 

mean ? Charlie ? To draw apart. That is correct. 

But here I have a piece of paper in my hands. If I draw 
the paper apart will that be distracting it ? Let me tell 
you that it would not. It is only used in connection with 
the mind. When our minds are, so to speak, drawn apart 
by care, they are said to be ... . distracted. Trouble and 

annoyance would distract the mind. Loud talking or 

whispering in the school-room would draw the attention 
apart or ... . distract it. Anything that interrupts us ... . 
distracts the attention. 

I now wish to hear other words. Hands up. George ? 

Subtract. Now we have a good word. The prefix 

sub means under. Consequently the word .... subtract, 



Lesson xiv.] ORAL TRAINING LESSONS. 43 

will mean . ... to draw under. Why do you think it is to 

draw under, any more than to draw over, George? 

Because the number that is subtracted is written tender the 
other. Yes, I suppose that is the reason. 

Fred, what is your word ? Protract. The prefix 

of this word is Pro. It means forward. Then to 

protract is to draw forward. When our lesson has 

been drawn forward^ we say it has been pro- 
tracted. Protracted meetings are meetings that are .... 
drawn forward, or, a great many of which are held in a 
short .... time. By a protracted discourse we would mean 
a very .... long one. 

Allie ? Your word ? . . . . Detract. This is another good 

word. De, which is the prefix, means down. And 

detract will mean to draw down. Could I say '" I 

will detract this ceiling?" Let me tell you that this word 
is applied to character. When one person slanders another, 
or draws down his ... . character, he is said to ... . detract 
his character. 

The root of these words is tract. The first word 

was .... Attract, which means to draw to ; 2d, . . . 

Contract, to ... . draw together ; 3d, ... . Retract, to ... . 

draw back ; 4th, Distract, to ... . draw apart ; 5th, 

.... Subtract, to ... . drazu under ; 6th, .... Protract, to 
.... draw forward ; and 7th, .... Detract, to ... . draw 
dozvn. We speak of retracting a statement ; of dis- 
tracting our minds ; of detracting any one's 

character. That will end this lesson. 



O : 

LESSON XIV. 

NATURAL SCIENCE : SOURCES OF HEAT. 

I am always glad in commencing a lesson to see every 

one in such good position, sitting .... upright, .... 

and .... attending. 



44 ORAL TRAINING LESSONS. [Lesson xir. 

Raise hands all who can remember how many effects of 
heat we mentioned in our former lesson upon that subject? 
(See Lesson v.) George ? . . . . Three. Three what? .... 
Three effects of heat. What about them ? Learn to make a 

full statement about everything We mentioned three 

effects of heat in our former lesson. Who knows the first 
one ? Bessie ? . . . . Heat causes substances to expand, or be- 
come larger. Good. Our lesson is commencing in excellent 

style. The second ? Willie ? Heat causes substances 

when very hot to emit, or send forth light. That is correct, 

also. The third ? Mary ? Heat changes or converts 

solids into liquids, and liquids into gases. Very good. We 
are now to proceed to the consideration of the sources of 
heat. 

What is a source ? The place where a river rises is 

called its source. When I hear whispering in the 

school-room, it comes from some source, and I very 

naturally look around to find out the source of the 

whispering. Instead of " find out " there is a better ex- 
pression — one word — what is it ? ... . discover. Well, can 
any of you discover any source of heat, that is, any place 
where we obtain heat, or any means of obtaining it ? Raise 
hands. Emily ? . . . . Fire. What about fire? .... Fire is 
one source of heat. Any other ? Annie ? . . . . The sun is a 
source of heat. And since most of our heat is received from 

.... the sun, we will mention it as the first source of 

heat. Before going any further, give me other words for 
received. I said that most of the earth's heat is re- 
ceived from the sun. Any other word ? Sam ? . . . . obtai?ied. 
Yes, I believe we have already used that word. Others ? 

Hands up. Kate ? Procured. That is also a good 

word. Frank ? . . . . Got. Yes, the simple word .... got, 
is a good one. Any more ? George ? . . . . Derived. That 
I think is the best word. The source from which most of 

our .... heat, is derived, is ... . the sun. Now we 

will have Emily's answer .... fire. Fire we will consider 
.... the second source of heat. Genie, you may repeat these 
two sources. . . .The sun is the first, and' fire the second source 
of heat. 

Now, I will ask for another source. But first I will give 



Lesson xiv.] ORAL TRAINING LESSONS. 45 

you a better word than fire. Combustion. All answer 

this combustion. This word means .... fire. Well, 

hands up for another source. Let us investigate. If you 
rub a metal button on a smooth board it becomes .... hot. 

Whence does the heat come ? It is caused by the 

rubbing. (Imitate the motion. Always use gestures where 
they will assist.) Can you not think of another word that 
is better than rubbing ? Here is one. Friction. All 
repeat . . . .friction, or ... . rubbing, is the .... third source 
of heat. Who will now mention all three ? Alexander ? 
.... The first source of heat is the sun, the second is combus- 
tion or fire, and the third is friction or rubbing. 

Now we want other sources. When a gun is discharged 
where is the heat obtained that sets fire to the cap ? It is 
caused by the striking of the hammer. A blacksmith can 
hammer a piece of iron until it becomes hot enough to 
kindle his fire ! This may appear strange, but it is so. 

Then we have a fourth source of heat. It is 

striking. There is a better word. The caps sold for guns 
are not called "striking caps." Hands up those who 
know what they are called. Archie ? . . . . Percussion caps. 
That is the word. Percussion means .... striking. The 
fourth source of . . . . heat, is . . . .percussion. 1st, we had 

The sun ; 2d, .... Combustion ; 3d, Friction ; 

4th, .... Percussion. We will keep them written upon the 
blackboard so as to have them all in the same order. 
I suppose we have now had nearly all the sources of 
heat. Are there any others ? All think. Have any of 
you ever seen water — cold water — poured upon quick-lime ? 
I see many hands raised. Well, hands down. The lime 
and water become very .... hot, hot enough to ... . scald 
us. Whence does the heat come ? I would have thought 
that pouring cold water on it, would surely cool it instead 
of ... . heating it. The heat here is caused by the action 
of the lime and water. This kind of action is called chem- 
ical action. It is this kind of action that causes the heat 
when wood burns. We will see this better in another 

lesson. I want to hear these two words from all 

Chemical action. (A very fine experiment in illustration of 
this is to place sulphuric acid and cold water together in 



46 ORAL TRAINING LESSONS. [Lesson xy. 

equal parts. The chemical action going on evolves much 
heat, although no action of any kind can be seen.) I now 
wish you, Lucy, to rise and give these five sources. . . .The 
first source of heat is the sun, the second is combustion, the 
third is friction, the fourth is percussion, and the fifth chemical 
action. 

I wonder if we can find any other. Here is a boy who 
has his hand up. I can tell by his eyes that he has a good 
idea. Well, Fred ? . . . . I know a man who had a hay- stack 
burned by the lightning. Good. Another name for light- 
ning is electricity. I will write it. All answer this word 
.... Electricity. This is another source of heat. . What is 
this last source, Charlie . . . . ? I thought he could not tell. 
Some boys allow what they hear to pass in at one ear and 
out at ... . the other. You might as well pour water on a 
duck's back and try to . . <-. . wet it. You tell him, Fred 
.... electricity. Now, Charlie ? . . . . electricity. 

We have now mentioned .... six sources. This will be 
sufficient for the present. If any one thinks of others you 
may bring them to me at any time. The source is the 
place where anything is . ... obtained, or ... . derived. The 
first source of heat is ... . the sun. 2d, .... Combustion, or 
. . . .fire. 3d, .... Friction, or ... . rubbing. 4th, . . . , Per- 
cussion, or ... . striking. 5 th, ... . Chemical action. 6 th ... . 
Electricity, or ... . lightning. 

I hope all will endeavor to remember this lesson. Our 
next upon heat will be to tell how it passes from one body 
to another, or is transmitted. 



-0- 



LESSON XV. 

PHYSIOLOGY : THE NERVES. 

Now all sit upright " in position." You remember our 
rule about giving good .... attention. To attend means to 
.... look and listen. 



Lesson xv.] ORAL TRAINING LESSONS. 47 

We become a uainted with all that surrounds us by 
means of . . . . the Jive senses. (See Lesson vin. on this sub- 
ject,) which are, rst, .... Seeing. 2d, .... Hearing. 3d, 
.... Feeling. 41 .... Tasting, and 5th, ... . Smelling. 
Anything that ti - -mind receives through any of the senses 
is called . . . . a sation. 

Now, this lessc 1 is upon those organs of the body along 
which these sensations travel in order to reach .... the mind. 
Can any one tell me what organs they are ? James ? . . . . 
The nerves. (If neither he nor any other can tell you, this 
fact must be stated.) That is correct, and I wish to tell 
you that the nerves, together with the brain, form what is 
called the nervous system. What organs form the ner- 
vous system ? Nellie ? . . . . The brain and the nerves form 
the nervous system. Very well. 

Can any one tell me how many kinds of nerves there 
are ? Let us investigate it a little. When I wish to raise 
my arm, how do I do it? I will tell you. My mind issues 
an order which passes along a nerve to the muscle, causing 
it to contract or . . . . draw together. (See Lesson xin.) 
When the muscle contracts, it draws up my arm. (To illus- 
trate this, request them to grasp the muscle surrounding 
the upper arm tightly, midway between the elbow and 
shoulder, having the arm extended ; then to slowly raise 
the lower arm, when the swelling of the muscle, caused by 
its contraction, is plainly felt. Explain that the contract- 
ing of the muscle is the cause of the arm's being raised.) 
The message, or as I before called it, the .... order, after 
being sent forth by my .... mind, travelled along a . . . . 
nerve, and thus reached the .... muscle, causing it to ... . 
contract. You may repeat that Jane. (If she cannot, care- 
fully state it again as before, or invert the sentence thus :) 
The message or ... . order, that was sent from my mind to 
the .... muscle, travelled along a . . . . nerve. Now repeat, 
Jane .... The message or order that passed from your mind 
to the muscle travelled along a nerve. Raise hands all who 
can repeat it. (Do not leave it, till all can.) This is one 
kind of nerve. On this class of nerves, commands or ... . 
orders, or ... . messages, pass from the .... mind, to the .... 
muscles. These nerves are called efferent nerves. All 



48 ORAL TRAINING LESSONS. [Lesson xv. 

repeat efferent nerves. What are efferent nerves ? 

Annie ? . . . . Efferent nerves are those along which the com- 
mands of the mind pass outwards to the body. Yes. This 
word is derived from two Latin words, Fero, to carry, and 
Ex, out. But the x of Ex, for the sake of the better sound, 
is changed to f ; and so instead of Ex-ferent we have it 
thus — Efferent. Those nerves which " carry out " mes- 
sages from .... the mi?td, are called .... efferent nerves. 

We have now to speak of another class of nerves. You 
told me that anything passing in to the mind through one 
of the five .... senses, is called . . . . a sensation. And I told 
you that these .... sensations, passed over .... the nerves, 

in going to the mind. Now the nerves along which 

these sensations pass, are not the same nerves that we have 
spoken of. They form another class. And because they 
carry .... sensations, in to the .... mi?id, they are described 
by a word which is derived from Fero, to carry, and Ad, 
to. The d of Ad is changed also to f. The word is Af- 
ferent. (Write all such words on the blackboard.) Affer- 
ent means .... carrying to ; and the nerves which carry in 

.... sensations, to the mind, are called afferent 

nerves. George, repeat that .... The nerves which carry in 
sensations to the mind are called afferent nerves. (Call on 
several to repeat this, and do not leave it till all can do so, 
and even invert and transpose the sentence.) 

Now all answer promptly. The nervous system consists 

of two parts, the brain and the nerves. The 

nerves again are divided into two classes, which are 

called efferent and afferent. The efferent nerves are those 

that .... carry commands out from the mind ; and the .... 

afferent, are those that carry sensations in to the mind. 

The channels through which these sensations reach the 
mind are called the five .... senses, and the name sensation 

is used because it passes in through one of the senses. 

(During the lesson call frequently for full statements of 
facts, or deductions from facts, from individual scholars, so 
as to secure assurance that the matters before them are 
comprehended, and to give them power over language. 
Occasionally allow them to write " a composition " upon 
the subject of the lesson.) 



Lesson xvi.] ORAL TRAINING LESSONS. 49 



LESSON XVI. 

MATHEMATICAL GEOGRAPHY : LINES UPON THE EARTH'S 
SURFACE. 

Every eye must be directed towards me, and all must sit 
.... upright, and answer . . . promptly. 

The earth's form is round like a ball, (See Lesson 

in.) or ... . globular, or ... . spherical. And raise hands 
all who can tell me how many motions we described in our 

lesson on the motions of the earth. George ? The 

earth has two motions ; its rotatory motion and its revolution- 
ary motion. Very well expressed. Its revolutionary .... 
motion, is performed round .... the sun ; and its ... . rota- 
tory motion, around .... its own axis. What is the earth's 
axis ? Annie ? . . . . // is the imaginary line around which it 
turns. Yes, and this imaginary line corresponds to the 

axle of .... a wheel. Axle and axis are similar 

words. They have almost the same .... meaning. 

Now in this globe (an apple, wooden ball, or any round 
or spherical object will do as well) we have a representation 
of ... . the earth. I will cause it to revolve. It re- 
volves on its ... . axis. Has the earth a material axis like 
this globe has ? . . . . No, sir. Its axis is imaginary. The 
ends of this axis are called .... the poles. This one is the 
.... North Pole, and this .... the South Pole. Now if, as 
I revolve this globe on its axis, I mark a line exactly at 
an equal distance from each pole, this line receives 
a particular name. What is it? Hands up. Fred ? . . . . 
It is called the Equator. (If not known, tell it.) That is 
correct. And its name indicates that it is at ... . an equal 
distance from each pole. Bessie, repeat that .... The name 
" equator " indicates that it is drawn at an equal distance from 
each pole. Very well. 

Now, can any one tell me whether the North Pole, the 
South Pole, or the Equator is situated exactly facing the 
sun ? And if any of them is, which it is ? I see no one 
knows. Neither of them is exactly opposite the sun, but 
the equator is nearest to it. It occupies this position. All 



50 ORAL TRAINING LESSONS. [Lesson xvi. 

look at me. If you suppose that boy's head to be the sun, 
and draw a line directly to this globe, will the axis of the 
globe be at right angles to this line ? Look how I hold it 
.... No, sir. Can you tell me how far the earth's axis is 
from being at right angles ? I will endeavor to explain 
how far. Every circle is supposed to be divided in 360 
equal parts, called degrees. How many degrees in half a 
circle of any size ? .... 180 degrees. (Explain on the black- 
board, etc., that it holds good for circles of any size. In 
large circles the degrees will be larger, but still there are 
only 360 degrees in the circle, however large.) In a quar- 
ter of a circle ? .... 90 degrees. Willie, repeat that state- 
ment in full . ... I11 a quarter of a circle there are 90 degrees. 
In an eighth of a circle there would be half of .... 90 
degrees, which is .... 45 degrees. That would be about like 
this : (Draw a line horizontally, another at right angles to 
it, and a third between the two at 45 degrees inclination to 
each of them.) This last line I drew is inclined. All 
repeat this word .... Inclined. It is said to be inclined 
about 45 degrees from the perpendicular line. Again, the 
last line I drew is ... . inclined 45 degrees from the perpen- 
dicular line. Ella, you may repeat that. (She repeats.) 
Now, the earth's axis is inclined only a little more than 
half as much as that from a perpendicular line. It is in- 
clined 23-J degrees. What is, Charlie ? . . . . The earth's 
axis. What about the earth's axis ? I want to see if you 
really were attending ? . . . . The earth's axis is inclined 23^- 
degrees from a line drawn perpendicular to the line extending 
fro7n the sun to the earth. (Now get some one to repeat, and 
use the words " at right angles " instead of " perpendicu- 
lar." Cause all to be able to repeat it before leaving it.) 

Then let us revise a little. The imaginary line on which 
the earth .... rotates, is called its ... . axis. The ends of 
this axis are .... the poles. If we suppose a line drawn 
from the sun to ... . the earth, the axis of the earth is not 
at right angles or . . . .perpendicular, to this .... line, but is 
inclined from the perpendicular about .... 23^- degrees. 
What is a degree ? It is one of the equal .... parts, of 
which there are . . . . 360 in a circle. Lettie, repeat that. 
(She repeats.) 



Lesson xvi.] ORAL TRAINING LESSONS. 51 

If the North Pole were inclined just one degree from the 
perpendicular towards the sun, would the people at the 
equator have the sun directly overhead ? . . . . No, sir. It 
would be just one degree north of the point that was .... 
overhead. Well, observe closely. (Carry the globe round 
to the opposite side of the sun, keeping its axis pointing in 
the same absolute direction, so that when it has passed 
half way round, the distance the earth travels in six months, 
the opposite or South Pole will now be inclined one degree 
toward the sun from the perpendicular, and the North Pole 
one degree away from the sun.) The earth has now revolved 
six months and has gone half way round .... the sun. 
Remark that the axis always remains parallel to itself, that 
is, it always points in the same general .... direction. Now, 
would the people at the equator have the sun one degree 
north of the point overhead ? . . . . No, sir, South. Well, 
since the earth's axis is 23^- degrees inclined, the inhabi- 
tants living at the equator, when the earth is at the first 
point that I represented just now (carry it back where you 
started) would have the sun how far from the point over- 
head ? . . . . 23^ degrees. Which way ? . . . . North. And the 
sun would be shining overhead to people living 23^ degrees 
north of ... . the equator. If we now draw a line through 
this point as the earth rotates, this line represents the 
Tropic of Cancer. And when the earth has revolved half 
way round again, the sun would be ... . overhead, to peo- 
ple who live .... 23^- degrees south of the equator ; and a 
line drawn through this point round the earth, parallel to 
the equator, is the Tropic of Capricorn. Raise hands 
all who will tell me the name of the northern tropic. Fan- 
nie ? . . . . The Northern tropic is the Tropic of Cancer. The 
Southern one, David ? . . . . The Southern tropic is the Tropic 
of Capricorn. (Here commence and rapidly revise or re- 
capitulate the whole lesson.) 



52 ORAL TRAINING LESSONS. [Lesson xyii. 

LESSON XVII. 

NATURAL SCIENCE CLIMATE ; ITS CAUSES. 

Now all must be very .... attentive, while we revise our 
lesson on the elements of climate. 

The elements of anything are those that .... compose it, 
or ... . make it up. There are how many elements of cli- 
mate? .... Three. (See Lesson i.) These are, ist, .... 
temperature, or ... . the heat or cold ; 2d, ... . moisture, or 
the state of ... . being wet or dry, and 3d, .... prevailing 
winds. Those climates that are too cold in ... . winter, or 
. ... too hot in summer, are called .... extreme, while those 
that are neither too cold nor . ... too hot, are called .... 
temperate. 

We are to speak to-day of the causes of climate. If you 
wished to know whether a country had a wet or dry, cold 
or ... . hot, or a stormy .... climate, what would you ask 
about it in order to decide this ? All try and think of this. 
How can we tell what variety of climate any country has ? 
What must we know before we can tell ? Let us investi- 
gate it a little. 

When we conducted our lesson on the lines on the earth's 
surface (See Lesson xvi.) we stated that the earth, in its 
motion like a wheel, revolves around an imaginary line 
called its ... . axis. The ends of this axis are called .... 
poles, the North and .... South Poles. There is a line, then, 
which, because it is drawn at an equal distance from 
each pole, is called .... the equator. I wish to tell you 
now that the countries where the sun shines directly over 
.... head, or ... . perpendicularly, are those that are near 
this line, the .... equator. (Use a globe if you have one, 
or at least a map here.) Here, 23-j degrees north of the 
.... equator, is another line called .... the Tropic of Cancer, 
and 23^ degrees south of the equator is ... . the Tropic of 
Capricorn. How many degrees are there between these 
two tropics ? . . . . 47 degrees. And countries lying any- 
where between the tropics are called . . . . ? They are 
called intertropical. What are intertropical countries ? 



Lesson xvri.] ORAL TRAINING LESSONS. 53 

Hands up. Fred ? Intertropical countries are those 

lying between tropics. And since these countries have the 
sun almost directly .... overhead, they will have a . . . . hot 
climate. And if we go nearer to the poles it becomes .... 
colder, till at last at the polar regions we would find only 
. . . . ice and snow, all the year round. Now listen while I 
state the first cause of climate in a few words. Distance 
north or south of the equator. Emily, give the first 
cause of climate again .... The first cause of climate is dis- 
tance north or south of the equator. I will call for this again. 

Does any other cause affect climate ? All think. You 
said it would be hot near the .... equator. Well, I can 
tell you of places between the tropics where there is abun- 
dance of snow .... Yes, sir ; on the tops of high mountains. 
So that it will make some difference whether a country is 
.... high or low ; that is, whether it is high above the level 
of the sea. Now, who will state this second cause of cli- 
mate ? George ? . . . . Height above the level of the sea. Can 
any one give me a word that will be better than height ? 
Let me give you one. I will write it on our blackboard. 
Elevation. Will you repeat your definition, George, and 
use this word ? . . . . The second cause of climate is elevation 
above the sea level. Those countries that are high and 
mountainous will have .... cold climates ; well, we will say 
colder climates than those that are . ... at the sea level. 

All answer promptly. 23^ degrees on either side of ... . 
the equator, are the two .... tropics, including those countries 
that are called .... intertropical. These countries have .... 
hot climates. We said that the first cause of ... . climate, is 
.... distance north or south of the equator ; and the second 
.... elevation above the sea level. Those countries border- 
ing on the equator have hot .... climates, while those 
toward the .... poles, will have .... colder climates. And 
elevated or ... . high, countries will be ... . colder, than 
those at the level of ... . the sea. 

Well, has any one thought of any other cause ? Will 
Minnesota have a similar climate to an island such as 
Great Britain? You see by the map that Britain is much 
farther north than .... Minnesota, but I will tell you that 
it is never as cold as zero in winter, or very warm in sum- 



54 ORAL TRAINING LESSONS. [Lssson xvnr. 

mer. Indeed, their rivers are very rarely frozen over firmly 
enough to skate on. Now, why should there be such a 
difference ? George? . . ..The water of the sea keeps an 
island warm in winter and cool in summer. Very well an- 
swered. And in the centre of a . . . . continent (point to 
the continent of North America) the wind in winter blows 
over immense fields of. . . . snow or ice, and keeps the air 

.... cold, intensely cold, and in summer the wind 

comes across the heated land, and of course, must be very 
.... warm. Indeed countries in the centre of a ... . con- 
tinent, have what kind of a climate ? What kind of climates 
are those that are too hot in summer and too cold in winter? 

Extreme climates. What about extreme climates ? 

Mary? .... Countries in the middle of a continent have ex- 
treme climates. Who can think of a better word than mid- 
dle, or centre ? George ? . . . . Interior. Well, George, state 
it and use this word. (He states it again.) And islands 
will have .... temperate climates. How then will we state 
the third cause ? Let me do it. The nearness of large 
tracts of land or water. But there is a much better 

word than nearness. What is it ? Archie ? closeness. 

Well, any other ? I will write it. Proximity. The third 
cause of climate is ... . the proximity of large tracts of land 
or water. Libbie, repeat that. (She repeats.) 

There are a few other causes, but we have the three 
principal ones, ist, . . . . Distance north or south of the 
equator. 2d, ... . Elevation above the level of the sea. 3d, 
.... Proximity of large tracts of land or water. 



-o- 



LESSON XVIII. 

ANATOMY : OSSEOUS SYSTEM. 



Diligent scholars are always found to be among those 
who advance in study. And the very first thing that indi- 
cates diligence is giving good . . , . attention. 



Lesson xyiii.] ORAL TRAINING LESSONS. 55 

Our bodies are made up of a great number of different 
.... parts ; another word .... organs, which perform a 
great many functions. And in order to give support and 
firmness to these different .... organs, the body is built, so 
to speak, on a strong framework. This framework of our 
.... bodies, consists of the .... bones. We will have a les- 
son to-day on the bones of the body. 

First, then, is a strong column in the back which is made 
of a number of ... . bones, all strongly fastened .... to- 
gether. They are called by a name which I wish to hear 
you all pronounce, when I write it on the blackboard. It 
is vertebrje. Let me hear it from all together .... Ver- 
tebra. One of these bones is called a vertebra ; and the 
plural is ... . vertebra. Now, all answer together. The 
backbone is composed of a number of ... . bones, called 
.... vertebra, each bone being called a . . . . vertebra. The 
whole together is generally known as the vertebral col- 
umn. Willie, you may repeat the last sentence .... The 
vertebra are often called the vertebral column. This column 
of ... . bones, is the central framework of the .... body, 
and to them all the others are fastened, ox .... at- 
tached. 

I said that all these bones are fastened strongly .... 
together. Do you know the name of the substance with 
which they are fastened ? It is called cartilage or gris- 
tle ; or these fastenings that bind bones together are often 
called ligaments. I will repeat the sentence to hear you 
pronounce these words. The bones are firmly . . . .fast- 
ened together, with strong bands or ligaments, which 

consist of ... . cartilage, or ... . gristle. 

We will next refer to the bones of the leg. We will only 
need to name those of one leg. First, from the hip to the 
knee is a long .... bone, called the femur. All pronounce 

this Femur ; and when we speak of the two, we call 

them femora — not femurs. We would say the two .... 
femora. These are the bones of the .... thighs. From the 
knee to the ankle are two bones. The larger and stronger 
of these is called the tibia, and the smaller the fibula. 
Repeat that, Willie .... The larger of the two leg bones is 
the tibia, and the smaller the fibula. What is the thigh 



$6 ORAL TRAINING LESSONS. [Lesson xyiii. 

bone called ? David ? The thigh bone is called the 

femur. 

There are a number of bones in the ankle. They go 
under the name of tarsus. The ankle is called the .... 
tarsus. And the prefix meta means beyond. Now, of 
what will metatarsus be the name ? George ? . . . . The 
bones of the foot would be the metatarsus, because they are 
beyond the tarsus. And after this come the bones of the 
toes. They are called by the same name as the bones of 
the fingers. They are called phalanges. (Sound the E 
long, as though ee.) This is a Latin word, and means 
ranks. It was applied to the ranks of men in an army. 
The first row, or ... . rank, would be called the first pha- 
lanx. And the second row would be the second 

phalanx, and so on. And since these bones are in rows, 
connected by joints, they are called . . . .phalanges. Each 
row is a . . . . phalanx. The ankle bones form the .... 
tarsus, the foot the .... metatarsus, and the toes .... the 
phalanges. 

Next is the arm. From the shoulder to the .... elbow, 
is one bone called the humerus. This is also called the 
upper .... arm bone. Then there are two bones in the 
lower .... arm, just as there were in the .... leg. But 
they have different .... names. The one attached on the 
side of the wrist next the thumb is the radius, the other 
the ulna. You can remember them in this way. Place 
your arm and .... hand, flat on a . . . . board, and then 
turn the hand completely over. The radius, which is 
attached nearest to the .... thumb, turns round the .... 
ulna. When we turn our hand over, then the bone which 

is turning round the other, is the radius, and 

that around which it turns, is the ulna. You may 

name the bones of the arm again, ist, .... The humerus, 
or ... . upper arm. 2d, .... The radius and ulna, or bones 
of ... . the lower arm. Then the wrist bones receive the 
name carpus ; and, like the metatarsus, beyond the .... 
carpus, will be the .... metacarpus, or the palm of the .... 
hand. And the fingers we have already called the .... 
phalanges. 

The bones of the head will form the subject of another 



Lesson xix.] ORAL TRAINING LESSONS. 57 

lesson. But we still have several others. The breast-bone 
receives the name of sternum. Repeat that, Frank .... 
The breast-bone is called the sternum. And between it and 
the bones of the .... back, or, as we called them, the .... 
vertebral column, are several long bones called the .... ribs. 

Then from the breast-bone or ... . sternum, a long bone 
extends to the shoulder. It is called the clavicle, or 
collar bone. You can easily feel it in the .... neck. Its 
name, again, is the clavicle. Attached to the back- 
bone is the shoulder-blade, which is called the scapula. 
The collar-bone is the .... clavicle, and the shoulder-blade 
the ... . scapula. 

As I point to the different bones in this boy's body, you 
may answer their .... names, ist, .... the vertebral column ; 
2d, , . . . the femora ; 3d, .... the tibia, and . . . .fibula ; \x\~\, 

.... the tarsus ; 5th, the metatarsus ; 6th the 

phalanges ; 7th, .... the humerus ; 8th, .... the radius, and 
.... ulna ; 9th, .... the carpus ; 10th, .... the metacarpus ; 

nth, the phalanges ; 12th, the sternum ; 13th, 

the ribs; 14th, the clavicle; 15th, the 

scapula. The bones of the .... head, we leave for another 
.... lesson. 

(This lesson may be divided into three or more parts, at 
the discretion of the teacher, according to the advancement 
and capabilities of the scholars. The same will apply to 
other lessons. What you do, be sure and do well, how- 
ever SLOWLY.) 



-0- 



LESSON XIX. 

NATURAL SCIENCE : ORGANIC AND INORGANIC BODIES. 

I observe two boys not in a proper position. They may 
stand up. A good position is necessary to secure good .... 
attention 

Our iesson to-day is about Organic and Inorganic 
Bodies. Who can tell me what an organic body is ? I see 
3 



58 ORAL TRAINING LESSONS. [Lesson xix. 

several hands up. I want to see what kind of answers we 
will receive. Fred ? . . . . An animal. Mary ? . . . . Ani- 
mals and plants. George ? . . . . My answer was like the last. 
Well, would milk be organic or not ? Sarah ? . . . . Organic. 
And it is neither an animal nor a . . . . plant. I see that 
you will be able to tell better after our lesson has proceeded 
further. The boys who are standing may now sit. 

An animal's body consists (See Lesson iv.) of a collec- 
tion of .... ? The eye is an ... . organ. The nerves 
are .... organs. The skin is an ... . organ, and the whole 
body is a collection of ... . organs. Each organ performs 
some .... function. Now do you think plants have any 
organs ? Well, Sam ? . . . . Are the leaves of plants organs ? 
Yes, they are. I am happy to know that we have one boy 
who thinks some. Have they any other organs ? George ? 
.... The roots, I think, would be called organs. You are cor- 
rect. Do you think the sap is an organ ? or the blood of 
an animal ? or milk ? . . . . No, sir. No, they are not. But 
they are produced by certain .... organs. Is gum an organ 
of a tree ? . . . . No, sir. You think it is not, for it does not 
perform any . . . .function. But since flowers are necessary 
to produce fruit, they are .... organs. So is the bark, for 
if it is stripped off, the plant or tree . . . ; dies. The organs 
of plants, I now wish to tell you, are called organic. And 
so are all those substances produced by these organs. Is 
the starch of a potato organic, or not ? Alice ? . . . . Yes, 
sir ; the starch of potatoes is organic. Is sugar organic, or 
not ? Lizzie ? . . . . Yes, sir; sugar is organic. Why ? . . . . 
7? is organic because it is produced by the organs of plants. 
Very well. What would you say of wine ? Annie .... 7" 
think it is organic. You think so because it is . . . .produced, 
by the organs of plants. Anything that is produced, then, 
by the .... organs of plants, as well as these organs them- 
selves, will be ... . organic. 

Now how is it about animals? The same will be true of 
them. Every part of an ... . animal, is ... . organic. And 
anything that is the product of ... . animals, is also .... 
organic. Raise hands those who can give me examples of 
organic substances from animals. I want to see every 
hand raised. Try and think of them. Well, Willie ? . . . . 



Lesson xix.] ORAL TRAINING LESSONS. 59 

Leather is organic. Good. George ? . . . . Butter is organic. 
Lizzie ? . . . . Woolen cloth. Very good. Allie .... Combs 
that are t?iade of horn are organic. Or in two words .... 
horn combs. Thomas ? . . . . Glue is organic. Fannie ? . . . . 
Fur is organic. Well, that is sufficient. Hands down. Is 
India-rubber organic? Charlie?. . . . Yes, sir; it is made 
from the sap of a tree. All these various .... substances, and 

many .... others, which we have not mentioned, are 

.... organic. 

Now raise hands those who can tell me what an organic 
substance is. Henry ? . . . . An organic substance is cither 
an organ of a plant or animal, or it is some product of the 
organs of plants or animals. That is an excellent definition. 
Now who can repeat it? Hands up. All whose hands 
are not raised will remain at recess and write it three times 
upon their slates. George, you will please write it for them 
on the blackboard. 

We want to continue this lesson a little further. What 

would you call pure water ? Is it organic ? No, sir. 

What is the opposite of organic? Place the prefix in 
before it. All answer .... Inorganic. This word means 

not organic. Water, then, is inorganic. Give 

me other inorganic substances. Hands up. Harry ? . . . . 

Glass. Mary ? Paper. What, is paper inorganic ? 

What is it made of? ... . Rags, straw, etc. And are these 

not organic ? Then paper, Mary, is organic. Well, 

Charlie ? . . . . Iron. Yes, that is correct. George ? . . . . 
Granite rock. Good. Emma? .... Sand. These things 

are all inorganic, because they are neither produced 

from the organs of ... . plants or animals, nor are they the 
.... organs themselves. 

The whole world, then, is made up or ... . composed, of 
these two kinds of ... . matter. What kinds ? Bessie ? 
.... Organic and Inorganic. Make the whole statement 

The whole world is composed of two kinds of matter, 

Organic and Inorganic. 



60 ORAL TRAINING LESSONS. [Lesson xx. 

LESSON XX. 
physiology: circulation of the blood. 

Every eye must be directed toward your teacher, and 
every voice must be heard in giving each . . . •. answer. 
To answer properly you have to give good .... attention. 

Every animal's body contains a fluid, generally of a red 
color, which nourishes it. When any part of the flesh is 
cut, this fluid flows out. It is called .... the blood. The 
blood is a . . . .fluid, which is found in the bodies of ... . 
animals. It is of a red .... color. We are to speak to-day 
of the blood, and how it circulates through the body. When 
I say that it circulates, I mean . . . . ? What do I mean 
when I say that money circulates ? Frank ? . . . . You mean 
that it moves round. And if I say that the blood circulates 
I mean that it ... . moves round. It moves round or ... . 
circulates, through .... the body. A long time ago people 
did not know that the blood was continually .... running 
through the body, or ... . circulating It was discovered by 
a man whose name was Harvey about the year 1615. Pre- 
vious to this the blood was not known to ... . circulate. I 
will tell you how you can each prove that it does . . . cir- 
culate. If you take a delicate membrane of a living ani- 
mal, such as the web of a frog's foot, and look into it 
carefully through a microscope, holding it in the sunshine, 
you will see the particles of ... . blood, moving through the 
minute blood-vessels. This will prove, Annie, that .... 
the blood circulates. I used the word particles just now. I 
want a better word. Well, as there are no hands up, I will 
write two. Corpuscules and Globules. You may all 
repeat these words as I point to them .... Corpuscules, and 
.... Globules. When you cut the hand what happens? 
Sam 1 .... It bleeds. Very well ; and after it has ceased 
bleeding, did you ever see another clear liquid, much like 
the white of an egg, flow out slowly ? . . . . Yes, sir. Now 
the globules or ... . corpitscuks, are floating in this clear 
liquid. Do you know their shape ? They are not round 
like shot, nor like grains of sand, nor like split peas, but, 



Lesson xx.] ORAL TRAINING LESSONS. 6 1 

strange as it may appear, they resemble cents, or other 
coins. An object of the shape of .... a cent, is called a 
disc. All repeat . . . . a disc. What about a disc, Susan ? 
.... An object of the shape of a cent is called a disc. George, 
you may give the shape of the globules of blood .... The 
globules or corpusculesof blood are small discs. That means 
that they are of the shape of . . . . coins. And I have told 
you that if you look carefully into the .... web of a frog s 
foot, you can see these .... globules, of the shape of ... . 

coins, sliding through the small blood-vessels, thus 

showing that the blood continually .... circulates. 

In speaking of organs and their functions, we remarked 
that the organ which circulates the .... blood, is ... . the 
heart. (See Lesson iv.) How does the heart circulate 
it ? Are there any other organs required ? . . . . Yes, sir ; 
the blood-vessels. Is not the heart a blood-vessel ? A 
blood-vessel is simply a vessel that contains .... blood, 
just as a school-house is a house used for .... a school. 
I will tell you that different names are given to different 
blood-vessels, but they may all be called by one general 
name. I will write it. The circulatory system. Why 
is it so called ? Mary ? . . . . Because it is the system of 
vessels through which the blood circulates. Very well ex- 
pressed indeed. James, you may also give that statement. 
(He gives it.) Of how many parts does this circulatory 
system consist ? We will see. 

First there is the organ that causes it to ... . circulate, 
that is ... . the heart. Then the blood flows from the 
heart through a number of long tubes throughout the 

whole body. These tubes are called arteries. 

What about arteries, Genie ? . . . . The tubes that lead the 
blood from the heart to the body are called arteries. In the 
third place there is another set of tubes, different from the 
arteries, which conduct the .... blood, back again from the 

body to the heart. These are the veins. Raise 

hands all who can tell the difference between arteries and 
veins ? Emily? .... The arteries carry the blood from the 
heart to the different parts of the body, while the veins conduct 
it back to the heart. That is well done. But I observed 
several whose hands were not raised. We will repeat. 



62 ORAL TRAINING LESSONS. [Lesson xx. 

The first part of the circulatory system is, ... . the heart; 
2d, .... the arteries ; and 3d, .... the veins. 

But now I will ask a puzzling question : How does the 
blood get out of the arteries into the veins ? Let me tell 
you. At first, the blood flows through only one artery. 
This one branches. into two parts, one which goes .... 
downwards (use gestures) and one .... upwards. Then 
these separate into different .... branches, and each branch 
becomes divided up, so as to send a small artery to each 
of the different .... parts. At last these divide up into 
very minute vessels, the name of which I will write upon 
the board. Capillary vessels. There is another name. 
Cellular tissue. It is called so because the vessels are 
so small as to appear like a tissue of small cells. All may 
give me the first name again .... Capillary vessels. And 
the other .... Cellular tissue. We will use the first name. 
The blood flows out of the arteries into .... the capillary 
vessels, through which it passes into the veins. How does 
the blood get from the arteries into the veins ? George ? 
. ... It flows through the capillary vessels, which join the 
ends of the arteries to the ends of the veins. Very well. 

These four parts, the heart, the arteries, the capillary 
vessels and the .... veins, form a complete set or system 
of vessels, which receive the name of " The Circulatory 
System," because through this .... system of vessels, the 
blood .... circulates. This circulatory .... system, then, 
consists of, 1 st, . . . . The heart ; 2d, ... . The arteries ; 3d, 
.... The capillary vessels ; 4th, .... The veins. The organ 
which causes the blood to circulate is ... . the heart. It 
forces the blood into the .... arteries, from them it flows 
through the .... capillary vessels, into .... the veins, from 

which it again enters the heart, to be again sent or 

.... circulated, through .... the body. The difference be- 
tween the arteries and the veins is, that the arteries carry 
the .... blood from the heart to the body, whereas, Archie, 
the veins . . . .carry it back from the body to the heart. 



Lesson xxi.] ORAL TRAINING LESSONS. 63 

LESSON XXI. 
CHEMISTRY — OXYGEN : FLAME. 

The best method to obtain the full amount of benefit 
from a lesson is to give strict .... attention. 

The air is composed (See Lesson xi.) of several differ- 
ent kinds of . . . . gas. The two principal gases are, 1st, 
.... oxygen, which is the most .... important, and 2d, .... 
nitrogen. The nitrogen is mixed with the .... oxygen, in 
order to ... . dilute it, that is, to make it not quite so ... . 
strong. With one part of oxygen are mixed . . . .four parts 
of nitrogen. And so we say that the air is one-fifth .... 
oxygen, and .... four-fifths nitrogen. The oxygen, again, 
you tell me is the most .... important, of these two .... 
gases. We are to speak of this gas in our lesson to-day. 

When we breathe in the .... air, it consists of . . . . oxy- 
gen and nitrogen. Now I will tell you that while it is in our 
. . . . ? What are the organs of breathing ? (See Lesson 
iv.) James? .... The lungs. While the air is in ... . our 

lungs, ITS OXYGEN IS TAKEN UP BY THE BLOOD. Aggie, 

repeat that. Here is a girl who has not been attending. 
Do you not feel ashamed to see such a forest of hands all 
around you ? Emily ? . . . . While the air is in our lungs its 
oxygen is taken up by the blood. Who can give me a better 
term for "taken up?". . . . Emma? .... Abstracted. That 
is an excellent word. Is there another ? I will write one. 
Absorbed. The oxygen is absorbed, or ab- 
stracted, or ... . taken away, by ... . the blood, while the air 
is in ... . the lungs. And when we breathe out again, the 
air that comes forth must be the . . . . ? What other gas 
went in with oxygen, to dilute it ? . . . . Nitrogen. Well, if 
the oxygen is taken from it by the .... blood, or, in other 
words, if the oxygen is ... . absorbed by the blood, the air 
that comes forth from the lungs must be ... . nitrogen. 
Yes. If wheat and chaff are put through a fanning mill, 
and the wheat is taken away while going through, what 
would come forth alone ? . . . . The chaff. But we breathe 
out other things besides the nitrogen. I will tell you of 



64 ORAL TRAINING LESSONS. [Lesson xxr. 

them in our lesson on animal respiration. (See Lesson 

XXVI.) 

Now, I want you all to watch closely what I do. I have 
here a large glass . . . .jar, which has a very large .... 
neck. (A confectionery jar will suit.) Here I also have 
. . . . a piece of candle (about an inch or two long), which I 
will light. I will now drop some melted tallow on this 
board, and thus cause the candle to adhere to it without any 

.... candlestick, for that would make it too large. 

You now see that the candle burns quite .... well ; another 
word .... readily. Why does it burn ? Let me explain. 
You told me once that heat would change solids .... into 
liquids, and .... liquids into gases. Well, the heat of the 
flame changes the solid .... tallow, to .... a liquid. It 
then changes the .... liquid, to the form of .... a gas. 
This gas is hot, and as it ascends, the heat of the flame 
causes it to unite or combine with the oxygen, which you 
told me we find in ... . the air. This union or combina- 
tion of the evaporated .... tallow, with the .... oxygen, 
we call flame. It is another kind of chemical action. 
When did we ever speak of chemical action before ? .... In 
our lesson on the sources of heat. Now, I am going to find 
out all in this room who can reason well. Suppose I put 

this jar over the candle, and allow it to burn 

inside the jar, where there is only very little .... oxygen, 
and where no more oxygen can .... enter, after it is all ... . 
used up, what do you think would happen to the flame ? 
Hands up. Why here are actually two girls and a boy who 
cannot tell ! Can you tell me this ? When all the tallow 
is gone, what would happen to the flame 1 .... It would go 
out. Most certainly it would. Well, hands down. And, 
you think if all the oxygen in the jar becomes .... used up, 
the .... candle will go out. There, you see, it has just gone 
out ! That was because there was no more. . . . oxygen. 
I heard one boy say tallow. All the oxygen was .... used 
up. Now that we have got through with the experiment, I 
will ask for a better term than "used up." Mary? .... 

Gone. Fred ? . . . . Burnt up. George ? Exhausted. 

These were all good words, but the last one we will use. 
The oxygen all became .... exhausted, or ... . used up, and 



Lesson xxi.] ORAL TRAINING LESSONS. 65 

consequently the candle .... went out, or was extin- 
guished. But there was still plenty of nitrogen ; why should 
it not burn there just as well? Emma? .... You told us 
that the nitrogen was only to dilute the oxygen. There is a 
girl who has a good memory. That is correct. It was for 
this reason that I told you that the oxygen was the most 
.... important. 

Now I will tell you a little anecdote. You may assist 
me by elliptical answers ; that is, by filling up the pauses 
that I make. This country is ... . India. In the Presi- 
dency of ... . Bengal, is the city to which I now point .... 
Calcutta. All answer again .... Calcutta. A Hindoo mon- 
arch once took one hundred and forty-six men as prisoners 
at this city. He then shut them up in a dungeon that had 
only one means of admitting the light. That was where 
they entered. Because it was so black or dark, it was 
always afterwards known as "The Black Hole of Calcutta." 
This would be just what I did with the .... candle. He 
shut them up in the .... black hole, where there was not 
much .... air. And what do you think became of them ? 
Harry ?..'.. They died. Yes, all but twenty-three of them 
died ! How many died ? One hundred and twenty-three of 
them died. When they went to take these prisoners out, 
only .... twenty-three of them were alive. Now do you think 
it would do for us to remain in the school-room all day 
without having the windows or doors occasionally opened 
to let in the air? ... . No, sir. No, we continually require 
fresh .... air, that contains good, wholesome .... oxygen. 

When we breathe we take in ... . oxygen and nitrogen. 
While in our .... lungs, the oxygen . ... is absorbed. Then 
only the nitrogen . ... is left. When a flame .... burns, 
the material that burns is ... . emitting, or ... . combining, 
with .... oxygen. (Point to such words on the board as 
you want.) If we burn a candle in a jar, into which no 
oxygen can enter, the candle .... soon goes out, or becomes 
.... extinguished. Neither fire would .... bum, nor life 
.... continue, if we were deprived of ... . oxygen. 



66 ORAL TRAINING LESSONS. [Lesson xxii. 

LESSON XXII. 

PHYSIOLOGY : CIRCULATION OF THE BLOOD. 

The girl who spoke just now may raise her right hand. 
No one ? Any one who knows who spoke may raise his 
hand. Ella, you will leave your place, and write the first 
ten lines of your reading lesson on your slate. This is for 
speaking. You will also remain at recess. This will be 
for not acknowledging that you spoke. And the girl to 
whom she spoke will also remain with her for not letting 
me know. 

Our lesson this morning is on a subject of which we have 
already spoken, " The Circulation of the Blood." (See Les- 
son xx.) The blood circulates through a number of ves- 
sels that form a complete .... system, called the .... cir- 
culatory system. This system consists of . . . .four parts; 

ist, .... The heart ; 2d, .... The arteries ; 3d, The 

capillary vessels, and 4th, .... Hie veins. The blood flows 
from the veins into .... the heart. This organ forces it 
into .... the arteries, from which it passes through the .... 
capillary vessels, into .... the veins, and on again in the 
same .... manner, throughout the circulatory .... system. 
We wish to describe this system of blood-vessels more 
minutely in our lesson to-day. So all must be very .... 
attentive, and answer .... promptly. 

If the blood flows through the heart it must have some 
space in it, or it must be ... . hollow. How many spaces 
are there in the heart ? I will tell you ; there are four 

spaces in the heart. Two of them are above, and 

two below. The two upper spaces are smaller than 

the two lower ones. They are called auricles. One is 

the right auricle and the other will be the left 

auricle. Left auricle. (Write the,- names.) Auricle 
means little ear ; and the auricles oi the .... heart, are 
so called on account of their shape being similar to that of 

the ears. Then the two lower spaces are called 

ventricles. One will be the .... right ventricle, and the 
other .... the left ventricle. I have just told you that the 



Lesson xxii.] ORAL TRAINING LESSONS. 6? 

ventricles are larger than .... the auricles. Was that just 
as we said it ? . . . . No, sir. How did we state it before ? 
Louisa ? . . . . The auricles are smaller than the ventricles. 

Very good ; and consequently the lower spaces or 

ventricles, are .... larger than the auricles. 

Now, before we go on. give me a better word than 
"spaces." A space would be a space still, even if it were 
not enclosed by walls. We can imagine an inch space in 

this large room. I want a word which means an 

enclosed space. Let me write it. Compartment. What 
does it mean, James ? . . . . An enclosed space. And since 
the heart has four enclosed .... spaces, we will call them 
the four .... compartments of the heart. 

Well, if you will all endeavor to remember it, I will tell 
you that the veins all unite or . . . .join, and form at last 
only one .... vein. This vein enters the right auricle. 
Raise hands all who can state which compartment the 
blood enters from the veins. Here are two who evidently 
were not attending. They fail to raise their .... hands. 
Well, Carrie ? . . . . The blood first enters the right auricle. 
This is the upper, right hand .... compartment. It is then 
forced out of the right .... auricle, downwards, into the 
right .... ventricle. This is the lower, right hand .... 
compartment. When this is full it contracts, or ... . draws 
together, (See Lesson xm.) and causes the blood to flow 
into the lungs. It is in the lungs that it is supplied with 
air while we ... . breathe. It is then conducted back to 
the left auricle, out of which it flows into the left .... ven- 
tricle, which is immediately below the left auricle. 

From the left ventricle it flows into the arteries, and 
you know its course after this. It flows out of the .... 
arteries, into .... the veins. Then it goes back to the .... 
heart, and follows the same course over again. (Revise 
this once or twice. Give this lesson at least six times, but 
not in succession. Make a circle on the blackboard, and 
divide it into four equal parts. Place the letters R. A., 
L. A., R. V., L. V., and make a rough representation of 
the lungs, arteries and veins. Arteries carry the blood into 
the lungs, and the veins carry it back to the L. A.) You 
may be anxious to know how the blood gets from one 



65 ORAL TRAINING LESSONS. [Lesson xxm. 

place to another, or what causes it to move. I will tell 
you this in another lesson. 



LESSON XXIII. 

NATURAL SCIENCE : EVAPORATION OF WATER. 

Now, I wish to see every scholar endeavoring to receive 
the full benefit of the .... lesson. To do this, it is neces- 
sary to give strict .... attention, so as to be able to ... . 
answer promptly. Every eye this .... way. 

Heat converts solids .... into liquids (See Lessons v. 
and x.) and .... liquids into gases. The conversion of a 
liquid like water into a . . . . gas, like .... steam, that is, 
into a gaseous form, is called . . . . ? Do you not remem- 
ber that we said that the process of changing water to 
vapor was called Evaporation? All. repeat this word 
.... Evaporation. This means the process of ... . chang- 
ing water to steam. Our lesson to-day is upon this subject. 
All listen attentively as we proceed. 

In order to cause the water to evaporate, we require to 

.... heat it. The heat will cause it to evaporate. 

Well, suppose we place a kettle of water on the fire, and 
allow it to become .... hot, it will get hotter and hotter 

until at last it ? What do you call that bubbling 

motion of the hot water ? . . . . Boiling. At last, then, it 
would .... boil. Now I wish to tell you that after the 
water in an ordinary kettle or pot has begun to boil, it 
cannot be made any hotter ! No matter how long we 
keep it on the . . . .fire, unless it is in a tight vessel like the 
boiler of a steam-engine, where the steam cannot .... get 
out, or ... . escape, it cannot be made any .... hotter. Is 
not this a curious thing? We keep heating the water, that 
is, adding more .... heat to it, but cannot increase its ... . 
heat. Why is this ? Where does the heat go ? What 
becomes of it ? Let us investigate this matter. 

Can any one tell me, first, how hot water must get before 



Lesson xxiii.] ORAL TRAINING LESSONS. 69 

it boils ? George ? .... 212 degrees. The water must have 
its temperature raised to .... 212 degrees, before it will 
.... boil, and I have told you that it cannot be made any- 
hotter in the open air than .... 212 degrees, which, George 
says, is the point of heat at which it ... . boils. We stated 
in a former lesson that the air presses on the earth's .... 
surface, with a pressure of . . . . 15 pounds on every square 
inch. Now, as the water becomes hot, the heat is used up 
in forming .... steam. The steam tries to get out of the 
water (so to speak) rapidly as it occupies so much more 
.... space, than the .... water ; but the pressure of the 
air keeps it in as long as it can, till, at last, when the water 
reaches the heat of. . . . 212 degrees, the air by its ... . 
pressure, can no longer keep the vapor in the .... water, 
and so it comes out in the process of boiling. Then when 
the water begins to ... . boil, all the heat that enters it is 
used up in forming steam or ... . vapor, which escapes as 
rapidly as it is . . . .formed. This vapor it is that carries 
off the heat. This is the reason, then, that the water 
cannot be made any .... hotter, after reaching the tem- 
perature of. . . . 212 degrees. 

Now will any one tell me another term for " used up ? " 
Instead of saying " used up," which is not a very elegant 
expression, there are better words. I do not see any hands 
up. Well, here is one. Let us write it. Expended. 
Now, let us repeat the sentence in which this word occurs. 
All the heat is ... . expended, or ... . used up, in forming 
.... steam, which flies off very rapidly as soon as the water 
.... boils. As the steam or . . . vapor, goes off, it carries 
with it a great quantity of . . . . heat. Lizzie, repeat that 
.... All the heat is expended in forming steam, which flies 
off very -rapidly as soon as the water boils. As the vapor 
goes off, it carries with it much heat. Now for another term 
for "flies off" or "goes off." Harry .... Escapes. The 
steam is said to ... . escape. Mary, you may repeat that 
statement and use this word. (She repeats.) We said 
that all the heat, after the water .... boils, is ex- 
pended, in . . . .forming steam. I want also another word 
for forming. Willie? Making. Julia? .... Produ- 
cing. This is the one we will use. After the water .... 



70 ORAL TRAINING LESSONS. [Lesson xxiii. 

boils, all the ... . heat is expended, in .... . . producing steam, 

or ... . vapor. 

Now the pressure of the atmosphere at the earth's .... 
surface, is ... . 15 pounds on every square inch ; and as we 
ascend, the air becomes much .... rarer, and consequently 

the pressure is much less. I will tell you that it 

becomes so much less at the height of about three miles, 
that water begins to boil long before it reaches the temper- 
ature of two hundred and twelve degrees. The pressure 
of the steam, as it tries to escape from the .... water, has 
less of the pressure of the .... air, to overcome, so that 

" boiling," or the escape of the steam, commences 

rapidly before the water becomes very .... hot. A French 
philosopher named Gay Lusac, in performing the ascent 
of a mountain in France, took, among other things, some 
eggs and potatoes for provisions. But when they tried to 
boil them after reaching the summit, they failed ; the water 
" boiled " long before it became hot enough to cook the 
eggs or ... . potatoes. Why, James ? . . . . Because the air 
has so little pressure at that height. And, consequently, the 
steam can force itself out in bubbles, and cause the water 
to ... . boil, before it gets very .... hot. And as soon as 
the water .... boils, it cannot then be made any .... hot- 
ter. What, then, becomes of the heat ? Fannie ? .... It is 
used up, or expended, in fortni7ig or producing vapor. The 
process of producing .... vapor, from .... water, is called 
.... evaporation. 

Now quickly. Heat causes water to evaporate. 

The water gradually becomes .... hotter, till it reaches the 
temperature of . ... 212 degrees, when it begins to ... . boil, 
and can be made no ... . hotter, no matter how long we 
keep it .... on the fire. All the heat, after it ... . boils, is 
.... expended, in ... . producing vapor, and is carried off, or 

.... escapes, in the vapor. The pressure of the air 

prevents its ... . boiling, until its temperature is .... 212 
degrees. But if carried some three miles above the earth's 
.... surface, water will .... boil, long before reaching .... 
212 degrees. This is because in the upper .... regions, there 
is too little .... pressure, to prevent the escape of the .... 
steam, before the water becomes .... hot. 



Lesson xxiv.l ORAL TRAINING LESSONS. 7 1 

LESSON XXIV. 

ASTRONOMY : THE SOLAR SYSTEM. 

Boys and girls who wish to improve are always very dil- 
igent, and give their best attention, during the pro- 
gress of a lesson. Then all sit ... . upright, and .... attend. 

You all know from our former lessons that the earth's 

form is round like a ball, or ... . globular, or 

spherical. You also know what its motions are. It has 
.... two motions ; ist, . . . . the revolutionary motion, and 2d, 
.... the rotatory motion. Now I wish you to tell me about 
the revolutionary motion. (See Lesson vn.) Lizzie ? . . . . 
Its revolutionary motion is performed round the sun once in 
each year. The earth, then, revolves round the .... sun. 

Raise hands all who can tell me whether there is any 
other world besides ours that revolves round the sun. 
Willie? .... The moon. Well, the moon, I must explain to 
you, revolves round the earth while it revolves round the 
sun. Is there any other world revolving round the sun as 
the earth does ? I will tell you. There are many others. 
We are to speak of some of them in our lesson to-day. 
(You may state that there are " many " planets, because 
the asteroids between Mars and Jupiter, which number 
over one hundred, are separate planets, and revolve inde- 
pendently round the sun.) 

Do you think the earth is the nearest world to the sun ? 
Before I call on those who have their hands up, we will 
find a word to use instead of " worlds." Ours is called 

" the earth" or " the world " to distinguish it from 

the rest. What word is used for them all ? I will tell you. 
Planets. I will write it on the blackboard. All answer 
.... Planets. If you go out on a clear, bright night, and 
look up at the stars carefully, you will see a few that are 
shining with a clear, steady light, while all the others 
around them twinkle or flicker. James, repeat that. (He 
repeats.) Now those that do not .... twinkle, are planets, 
that is, they revolve round .... the sun, as our .... earth does. 
Now you may raise hands for my other question. Is there 



72 ORAL TRAINING LESSONS. [Lesson xxiv. 

any other planet nearer to the sun than the earth ? Sam ? 
.... No, sir. Here is a boy who is merely guessing. 
Annie ? . . . . Yes, sir. How many ? . . . . Four. Here is a 
girl who is only .... guessing. Now in such a question as 
this it only wastes our time to raise hands unless you 
know. George ? . . . . There are two planets nearer to the 
sun than the earth. That is correct. Do you know what 
their names are, George ? . . . . No, sir. Does any one ? 
I see no hands up. Well, all look this way. I will write 
the name of the first one on our blackboard. Mercury. 
I must tell you how it got this name. Some of the ancients 
did not know about God as we do ; they had a great many 
.... gods. Now these gods, they believed, kept one god 
as a messenger. In carrying the .... messages, of the .... 

gods, you think he would have to move very quickly. 

They called his name Mercury. (Have a representation 
on the blackboard, and point to each as they answer; only 
putting down one at a time — the sun first in the centre.) 
And because this .... planet, is nearest to the .... sun, 

it is attracted so strongly by the sun, that it is 

caused to revolve the most rapidly of all the .... planets. 
Hence it was called .... Mercury. It is the swiftest of all 
the ..... planets. Mercury is nearer to the sun than. . . . 
the earth. 

Well, what is the next planet in order from the sun ? 
We will place its name upon the board. Venus. This 
was the name of another of the gods of the ancients. 
Venus was a goddess. She was the goddess of beauty. 
And Venus, which is the bright star we sometimes see early 
in the evening, is so beautiful that it gets the name of this 
.... goddess. Mercury is the . . . .first planet, in order, 
and it gets its ... . name, because it revolves . ... so swiftly. 
It is called after the god .... Mercury, who acted as ... . 
messenger for the gods. Next is ... . Venus, called after the 

goddess of beauty, because it is so beautiful. 

We have now mentioned how many ? Two. And 

these are both nearer to ... . the sun, than the earth. 

What are their names ? Kate ? . . . . Mercury and Venus. 
And as I said there were only two nearer the .... sun, 
than .... the earth is, the next planet in order will be ... . 



Lesson xxiv.] ORAL TRAINING LESSONS. 73 

the earth, the earth on which we .... live. How curious it 
is to think that our .... earth, is a great ball revolving 
round .... the sun, along with many other .... balls, or .... 
worlds, or, as we called them .... planets. The earth then 
is a . . . .planet, and is the third in order among the .... 
planets. 

Now, we are not to name any others in this lesson, but 
you may all investigate this matter before our next lesson. 
We have, however, some other things to say. Do you 
know what name is given to the two planets, Mercury and 
Venus, because they are at a less distance from the sun 
than the earth ? They are called inferior. You may all 

repeat this word Inferior. What about inferior ? 

Charlie ? . . . . Mercury and Venus are called inferior planets. 
What would your mother mean if she said that she had 
some very inferior flour ? . . . . She would mean that it was 
not good. Now do we mean to say that Mercury and 
Venus are not worth as much as the other planets .... 
No, sir. What, then, does it mean ? George ? . . . . We 
mean that Mercury and Venus are nearer to the sun than the 
earth. And they are therefore called .... inferior planets. 
What is the opposite of inferior ? Let us write it. Supe- 
rior. The planets that are more distant from .... the 
sun, than .... the earth, are called .... superior planets. 
Ella, repeat that .... The planets that are more distant from 
the sun than the earth, are called superior planets. I will tell 
you their names in another lesson. Is the earth a superior 
or an inferior planet ? Mary ? . . . . Inferior. Alice ? . . . . 
Superior. George, which of them do you consider correct ? 
.... Neither of them. Why ? .... If Mercury and Venus 
are inferior to the earth, and the others that are farther off are 
superior, the earth cannot be either. That answer is very 
well given. The earth is neither .... inferior, nor. . . . 
superior. 

Now quickly. Our earth revolves round the sun. 

So do many other bodies called .... planets. The planets 
shine with a steady .... light, while other stars .... twin- 
kle. The first in order is ... . Mercury, the second .... 
Venus, and third .... the Earth. Mercury and Venus 
being nearer to the sun than . ... the earth, are called .... 



74 ORAL TRAINING LESSONS. [Lesson xxy. 

inferior planets, those beyond the earth .... are called supe- 
rior. 



LESSON XXV. 

NATURAL SCIENCE : WIND. 

The climate of a country (See lesson on climate — its 
elements,) we have said, consists of ... . three things, ist, 
.... Temperature ; 2d, . . . . Moisture ; 3d, .... . Prevailing 
Winds. 

What is wind ? When the air moves it makes a 

wind. Then wind is air in motion. Libbie, repeat 

that Wind is air in motion. And since it does not 

always blow in the same .... direction, in most countries, 
we said prevailing winds, that is those that are most .... 
common. But why should the air move at all ? Can any- 
thing that is not alive move of itself? .... No, sir. Then 
what moves the air ? We will try and find out. 

In our lesson on heat we said that one of its . . . . effects, 
is to cause the substance that is heated to grow .... larger, 

or expand. (See Lesson v.) Now the heat of the 

sun's rays passes through the air without heating it, but 
the ground becomes heated, and heats the particles of 
along the earth's .... surface. And what effect did ) ou 
tell me heat would have on any substance 1 .... It expands 
it. And so it will expand the .... air, or make it become 
.... larger. 

Now, if we were to take a gallon of cold air and heat it, 
it would .... expand, or ... . become larger. Then won I : 
it all remain in the gallon measure? .... No, sir. Part 01 
it would flow out of it. Would that which remained in 
weigh as much as the gallon full of cold air ? ... . No, sir. 
Then it would be .... ? If it did not weigh as much, it 
would be ... . lighter. 

We will revise a little. The sun's heat does not 

heat the air as it passes through it, but it heats the 



Lesson xxv.] ORAL TRAINING LESSONS. 75 

ground. This heats the particles of ... . air, that .... lie 
on its surface. The heat has what effect on them 1 .... It 

expands them. It expands the air, or makes it grow 

larger. And as it expands it becomes .... lighter. Now 
when we place a piece of wood under the surface of water, 
does it remain there ? . . . . No, sir. It ... . floats. Why ? 
. ... It is lighter than the water. And therefore it rises 

through the water, and comes to ... . the surface. 

Now, what would the light, hot air do ? Have you ever 
seen the motion of the air round a hot stove-pipe ? I 
want to see all who observe the little things they see every 
day. James, what do you think the hot air would do ? . . ... 
It would rise. That is correct, it would rise, just as the 
wood rises in ... . water. And so the smoke .... rises, 

because it is ... . hot, and therefore much lighter, 

than the surrounding .... air. Hot flames also .... rise. 
Can you not give me a better word than rise ? All think. 
Hands up. Emma ? . . . . Ascend. Right, and so you con- 
clude that after the air becomes hot, and therefore 

very .... light, it will ascend. George, repeat that 

.... When the air becomes hot and expanded and light, it will 
ascend. And if there is nothing remaining in the place it 
has left, what will, happen? Suppose I take a board and 
move it rapidly through the water, does the space remain 

long empty ? A T o, sir. The water you think rushes 

.... in, and .... fills it up. Now if the air gets hot and 
light, and ascends or ... . goes up, or ... . rises, what would 
you expect then to take place ? . . . . The surrounding air 
would rush in and fill up the space. Very good. And 
this rushing in of the air is what we call .... wind. Who 

will now state this cause of wind ? Annie ? When 

the air gets heated and light, it rises or ascends, and the sur- 
rounding air rushes in to supply its place, and forms a wind. 
Raise hands all who will state this. Charlie? (He re- 
peats it.) 

In this country the wind does not always blow in the 

same direction. This kind of wind is called . . . . ? 

It is called variable ; that means changeable. These 
winds are called .... variable, or ... . changeable, because 
they blow in different .... directions. But there are places 



76 ORAL TRAINING LESSONS. [Lesson xxvi. 

where the wind always blows in the same direction. I will 
tell you why in another lesson. 

There are other causes of wind besides what we have 
stated. But this is the principal cause. Now all answer 
rapidly. When the air at the earth's .... surface, becomes 
.... heated, it ... . expands, or grows .... larger. It thus 
becomes lighter, and like wood and water .... ascends, or 
.... rises. The surrounding .... air, then .... rushes in, 
to supply its ... . place. This is what we call a . . . . wind. 
Then wind is simply .... air in motion. 



LESSON XXVI. 

PHYSIOLOGY : RESPIRATION. . 

I wish to see every eye fixed on me. Our lesson to-day 
is upon the breathing of animals. The word which is 

generally used is ? I will write it. Respiration. 

This is another word, Mary, instead of breathing. 

Charlie, what term is used instead of breathing ? 

Respiration. 

There are two processes that require to be continued 
constantly, in order to support the life of an animal. These 
are eating and breathing. By the first the body is 
supplied with . . . .food ; and by the second it is furnished 
with .... air. Deprive an animal of either . . . .food or 
air, and it will .... die. Both of these processes are nec- 
essary to support its .... life. If we value them according 
to the time that either process may be interrupted, the 
most important will be ... . breathing, for we can live some 
days without . . . .food. 

What are the organs of respiration? (See Lesson iv.) 
Hands up. Fannie ? . . . . The lungs are the organs of res- 
piration. We continually breathe the air, into our 

.... lungs. There is one word which means to breathe in, 
and another which means to breathe out. What are they ? 



Les.-onxxvi.] ORAL TRAINING LESSONS. 7"J 

I will show you. The Latin word Spiro means to breathe ; 
and the prefix In means into. Ex also means out. Now 
if we use the root (See Lesson xm.) spire, and place 

the prefix in before it, we have the word inspire, 

which will mean . ... to breathe in. Now, as you told me 
the word for " breathe in," you can doubtless tell me the 
word for " breathe out." It is ... . expire. Yes. We in- 
spire and .... expire ; that is, we ... . breathe in and breathe 
out again. Willie, you may repeat that. (He does so.) 

You already know that the air contains two gases, 

which are .... oxygen and nitrogen. How much is oxygen ? 

One-fifth. The other four-fifths is nitrogen. 

(See Lesson xi.) The nitrogen is only for the purpose of 
.... diluting the oxygen ; the oxygen, then, is the most .... 
important, because without it, fire could not .... bum, nor 
could animals .... live. We are now about to inquire how 
this is. 

The blood, as it circulates through the body, on 

leaving the right ventricle of ... . the heart, passes to ... . 
the lungs. (Explained in Lesson xxn.) Here it is exposed 
in very minute cells to .... ? What do we breathe into 
our lungs ? . . . . Air. We inspire or ... . breathe in air. 
Then, in the lungs the blood is exposed to the .... air, 
that is supplied by the process of ... . breathing. What 
happens at this time ? Why do you think oxygen is the 
most important gas ? I will tell you. The blood, while in 
the lungs, takes up the oxygen of the air that is ... . in- 
spired. Can you give me a better term than " takes up ? " 
A sponge takes up water. But we might say, George, that 
it ... . absorbs water. Very good. That is the word. 
And the blood .... absorbs the oxygen, while in ... . the 
lungs. 

Well, we inspire or ... . breathe in, both oxygen and .... 
nitrogen. Now, can any one tell me what we expire ? that 
is, what we ... . breathe out. Hands up. Emily? .... We 
expire only the nitrogen. Does any one think we expire any- 
thing else besides nitrogen alone ? You can tell better 
when we have advanced further with our lesson. 

You have told me that in the .... lungs, the blood ab- 
sorbs or ... . takes up, the .... oxygen, of ... . the air, that 



y8 ORAL TRAINING LESSONS. [Lesson xxvi. 

we ... . inspire. It then flows back to the heart. 

From the heart it is sent through .... the arteries, to all 
parts of ... . the body. Now listen carefully while I impart 
to you another secret. The blood flows bright and crim- 
son from the arteries into the small .... capillary vessels. 
It is bright because of the oxygen that it ... . contains. 
But as it passes through the capillary vessels, the oxygen is 
all used up by uniting or combining with the worn-out parts 
of the body. It combines or ... . unites, with two substan- 
ces in particular. These are carbon and hydrogen. You 
will hear more about them afterwards. When the oxygen 
combines with carbon it forms another kind of gas, called 
carbonic acid gas ; and when it combines with hydrogen, 
it forms the water that comes out as vapor in our .... 
breath. Then, as the blood travels on through the veins it 
is not bright and crimson as it was in ... . the arteries, but 
it is of a dark, bluish-red color. It now has in it, instead 
of the . . . .* oxygen, the water of which I spoke, and also the 
carbonic acid. And when it is sent again to the lungs by 
.... the heart, it gives up both of these .... substances, and 
they pass out in the .... breath. 

Now I will ask some questions. First, the one I asked 
a few minutes ago. Who can tell me what we breathe out ? 
Or, what we ... . expire ? I see nearly every hand up now. 
I can plainly see who have been attentive. George ? . . . . 
We expire nitrogen, carbonic acid gas, and vapor. That an- 
swer is perfectly correct. Who can repeat it ? All who 
cannot, will remain and write it ten times on their slates. 
I will get some small boy to dictate it to them. What hap- 
pens to the blood in the lungs ? Hands up. Sam ? . . . . 
// absorbs oxygen. What gas is in the blood in the arteries ? 
Kate ? . . . . Oxygen is contained by the blood in the arteries. 
What does the oxygen combine with in the capillary ves- 
sels ? Bessie ? . . . . Carbon and hydrogen. And what two 
substances are formed as they unite ? Fred ? . . . . Carbonic 
acid gas, and water. Annie, you may tell me what gases 
we inspire and what we expire .... We vispire, or breathe 
in, oxygen and nitrogen, and we expire, or breathe out, nitro- 
gen, carbonic acid gas and vapor. I will tell you that a very 
little of the oxygen also comes out again. But it is only 



Lesson xxvu.] ORAL TRAINING LESSONS. 79 

that which was not taken up, or absorbed, by 

the blood. 



LESSON XXVII. 

NATURAL SCIENCE : TRANSMISSION OF HEAT. 

I am glad that all our scholars give such good . . . 
attention, during our Oral .... Lesson, for I am always sat 
isfiedwhen scholars attend that they will surely. . . . learn 

Raise hands all who will give me the sources of heat 
(See Lesson xiv.) Emily? .... \st, The Sun; 2d, Com- 
bustion; yt, Friction ; \th, Percussion ; $th, Chemical Action; 
6th, Electricity. By the sources of ... . heat, we mean . . 
where heat is obtained, or ... . derived. Well, to-day we are 
to speak of the way in which heat passes from one object 
. ... to another. And first let us speak of the way in which 
the sun's heat passes to ... . the earth. How does it pass ? 
In what way? When you partly close your eyes and look 
at a lamp with a bright flame you see the light passing off 
from it in ... . streaks. (Some such word will be given 
here.) Can you not give me a better word than streaks? 
Willie ? . . . . Lines. That word would do, but there is a 
better one. It is rays. The light of the lamp goes off in 

rays. Or, we might say that the lamp sends forth 

rays of light ; instead of "sends forth" we will use a word 
that we have once before used. The lamp sends forth or 
.... emits light. It emits the light in ... . rays. The 
light is then said to .... ? It is said to radiate. Let 
me hear every one pronounce it distinctly .... Radiate. 
Now does anything else pass off or radiate from the lamp 

besides the light? Yes, sir; the heat radiates also. 

The heat, you say .... radiates, that is, it passes off in 
.... rays. And this is the way in which the heat comes 
to us from the sun. It ... . radiates, from .... the sun, to 

the earth; that is, it passes over in ... . rays, or 

straight .... lines. Annie, repeat this .... The heat radi- 



80 ORAL TRAINING LESSONS. [Lesson xxvn. 

ates from the sun to the earth; that is, it passes to it in straight 
lines called rays. Charlie, what else besides heat goes off 
in similar rays ? . . . . Light. What about it ? . . . . Light 
radiates as heat does. This way is called radiation. Heat 
comes to ... . the earth, from .... the sun, by ... . radia- 
tion. This is one way in which heat is ... . sent. Another 
word for "sent." Here is the one I wish you to use. 
Transmitted. This word consists of two parts. The 
part, " trans," means across ; and the second part, "mitted," 
means sent. What will transmitted mean? Eliza?. . . . 
Sent across. Yes. If I tell you one hundred messages 
were transmitted over the telegraph lines in one day, what 

would I mean ? Peter ? You would mean that the 

messages were " sent across " the country. And if we say that 

heat is ... . transmitted, from the sun, to the 

earth, we mean that it .... is sent across. One way, then, 

in which it is transmitted is by radiation, that is, 

passing over in ... . rays. 

Does heat travel or pass in any other way ? If you take 
a common pin, and try to loosen the wick of a burning 
candle with it, you very soon have to loosen your hold of 
the .... pin. Why ? Is it because the heat radiates to 
your fingers .... Yes, sir. Now let us see. Can you hold 
your hand at the same distance from the candle without 
the pin ? . . . . Yes, sir. Then why does the heat not now 
radiate, while it did so when you held the pin ? George ? 
.... Lt does not radiate in that case. L think the pin has 
something to do with it. Yes, I think it has. Let us in- 
quire how it happens. The pin is composed of a ... . 
metal. When the particles of the pin that are in the flame 
become .... hot, they give the heat to their neighbors that 
lie alongside them. Do they move themselves ? . . . . No, 
sir. They do not move, but they lead the heat along from 
one to ... . another. Can you give me a word for " lead ? " 
Mary ? . . . . Carry. Now, just think. Could they carry 
the heat, if they do not themselves move ? . . . . No, sir. 
Then " carry " is not the word that we ... . wanted. Let 
me write it. Conduct. The particles of metal .... con- 
duct the heat, or lead it, from one to another. 

This is another .... way, in which heat is ... . transmitted, 



Lesson xxvn.] ORAL TRAINING LESSONS. 8 1 

or ... . sent across. This second way is called Conduc- 
tion, because the heat is ... . conducted. Frank, repeat 
that. (He repeats.) Susan, you may give these two ways 
of transmitting heat. (She does so.) 

There is still another way. How is the air in a room 
heated ? or the water in a boiler ? Let us investigate 

this method of transmitting heat. When rays of 

heat pass through the air they do not have any perceptible 
effect in heating it. It has a certain name on this account. 
It is called Diathermanous. This word means that it 
allows the heat to pass through it without becoming 
heated. The air again, is ... . diathermanous, because it 
allows the heat to ... . pass through it. And since the 
rays of heat pass through it, they do not .... heat it. 
But they heat the ground, and the ground heats the par- 
ticles of ... . air, that lie ... . close to it, by the last way we 
named .... conduction. Then the warm particles begin to 
move among the .... colder ones, and this causes others to get 
.... warm. When they become warm they also .... move, 

among the colder ones, and thus the heat is 

carried, about. The word used to represent this way of 
transmitting .... heat, is convection. Convection means 

carrying, while conduction means leading. In the 

last way, that is ... . convection, the particles themselves .... 
move, and thus carry the .... heat. 

Well, there are then three methods in which heat is ... . 
transmitted. They are, ist, . . . . radiation, by which we 
mean that the heat travels in ... . straight, lines called 
.... rays ; 2d, ... . conduction, in which the heat is ... . 
conducted, or ... . lead, from one particle to ... . another, 
while the particles themselves do not .... move; and 3d, 
.... convection, or the .... carrying, of the .... heat, by 
the moving of the . . . .particles. This can only take place 
in liquids or ... . gases, where the particles can move .... 
freely, or ... . readily, or ... . easily. All repeat the three 
ways again. First, we have .... radiation ; 2d, ... . con- 
duction ; 3d, ... . convection. 



-o- 



4* 



82 ORAL TRAINING LESSONS. [Lesson xxtiii. 

LESSON XXVIII. 

ASTRONOMY : THE SOLAR SYSTEM. 

We are to continue our former lesson on The Solar 
System to-day. (See Lesson xxiv.) You will all require 
io give your best .... attention, for without this you cannot 
.... learn. 

The planet which is nearest to the sun is ... . Mercury. 
This is the swiftest of the . . . .planets, and is named after 
the messenger of . . . . the gods. Next comes .... Venus, 
which was called after the beautiful goddess .... Venus, 
because it is so ... . beautiful. These two . . . .planets, are 
called . . . . ? Because they are at a less distance from the 
sun than .... the earth, they are called .... inferior planets, 

which means that they are at an inferior distance. 

Then we find, next in order .... the earth, and beyond it 
are those .... planets, that are called .... superior. 

I did not tell you the distance of Mercury and Venus 
from the sun ; and, indeed, it would be too much to 
remember any but that of the earth. Does any one know 
how far the earth is from the sun? It is ninety-five 
millions of miles. What is, Alice ? . . . . The earth is 
ninety-five millions of miles distant from the sun. 

Now we will commence with the superior .... planets. 
The next in order after .... the earth, is Mars. Let me 

hear this name from all Mars. This is the fourth 

planet. Robbie, will you now name all four ? . . . . 

Mercury, Venus, The Earth, Mars. Mars was named after 
the god of War. Who was the god of War, Sam ? . . . . Mars 
was the god of War. And the fourth . . . .planet, in order 
from .... the sun, was named after this god. It was called 
.... Mars. 

Then we find the largest of all the . . . .planets. It is 
named after the king of all the gods. The king of the 
gods was . . . . ? Let me write it. Jupiter. His name 
was .... jfupiter, and this was the name of this .... planet. 
Mars was the fourth, and so Jupiter is ... . the fifth. Allie, 
you may tell me the fourth and fifth planets .... The fourth 



Lesson xxviii.] ORAL TRAINING LESSONS. 8$ 

planet is Mars and the fifth Jupiter. The last one named 
was called after .... the king of the gods, on account of its 

.... size. Jupiter is the largest of all the planets. 

Repeat that, Frank. (He repeats.) 

Next we find Saturn. It was named after another. . . . 
god. You will remember it when I tell you of its rings. 
(To illustrate this, place a small finger-ring inside a larger 
one, and inside the inner one a pea, or any small round 
object. The wire of the ring should be square instead of 
round. A couple of such rings cut from a potato would be 
better. First cut a flat slice, then cut two rings from it, 
one a little smaller than the other, so as not to come in 
contact with it.) It is surrounded by two solid rings of 
matter which do not touch it or each other. These are 
called Saturn's rings. Now you may all answer; this 
planet .... Saturn, is surrounded by ... . two rings, of 
solid .... ?natter, which do not .... touch it. They are 
called .... Saturn's rings. How many did we name be- 
fore Saturn? .... Five. Then it is the .... sixth, ist, we 
have .... Mercury ; 2d, . . . . Venus ; 3d, .... The Earth ; 

4th, .... Mars ; 5th, Jupiter; and 6th, .... Saturn, 

which is surrounded by ... . two rings. 

The seventh is called after its discoverer. Its name is 
Herschel. The name of this planet, then, is ... . Her- 
schel. This was the name of the astronomer who .... dis- 
covered it. It also has two other names, but it will only 
burden your memories to ask you to remember them. I 
will, however, state them. One is Georgium Sidus, which 
means " George's Star ; " and the other is Uranus. But 
we will use the name .... Herschel. 

The last is also named after its ... . discoverer. It is 
called Leverrier. It also has another name, which will 
ocrhaps be more easily remembered. It is also called 
Neptune. This was another god's name. It is the last 
.... planet. Its name again is Neptune. Now give them 
all, pausing between each one .... Mercury ; Venus ; The 
Earth ; Mars ; Jupiter ; Saturn ; Herschel and Neptune. 

How many? Eight. George, repeat their names. 

(He does so.) Raise hands all who will do so. I see two 
whose hands are not raised. Fannie, you and Richard 



84 ORAL TRAINING LESSONS. [Lesson xxix. 

will spend a few moments with me at recess in writing their 
names till you can repeat them. 

All may now answer again as we review. Revolving 
round the .... Sun, there are .... eight pla?iets. The ffrst 
two, which are .... Mercury and Venus, are called .... 
inferior. Next is ... . the Eart?i. Outside of it are those 
that are called .... superior. There are how many supe- 
rior planets ? . . . . Five. They are Mars, Jupiter, 

Saturn, Herschel and Neptune. Saturn is surrounded by 
. . . . two solid rings. These eight . . ... planets, all revolve 
round .... the sun. 



LESSON XXIX. 

NATURAL SCIENCE — LIGHT : ITS NATURE AND SOURCES. 

To-day our lesson is upon Light. Light is that by 
means of which we ... . see. Again, we see by means of 
.... light. 

What is light ? Is it anything ? Do you think it has 
any weight ? Well, Annie ? . . . . I think it must have weight. 
Well, it is very natural to suppose so. But let us look at 
some facts. It has been discovered — I will tell you how in 
some other lesson — that the light travels at the rate of 
about twelve million miles in a minute. Well, Sam ? . . . . 
How can they know that? I said I would explain how it 
was . . . .found out, in another .... lesson. You must take 
my word for it now. For what, Willie? . . . For the fact 
that light travels at the rate of twelve million miles a minute. 
Now you all know that if the smallest kind of shot are 
thrown from a . . . . gun, at the rate of perhaps two hun- 
dred yards in a second, they go with a great. . . .force. 
Do you think, Annie, that shot, however small, moving so 
rapidly, would do any injury to our eyes, or the delicate 
leaves of a flower ? . . . . Yes, sir ; it would destroy them. 
Now, in the next place, if the particles of light have any 



Lesson xxix.] ORAL TRAINING LESSONS. 85 

weight whatever, coming at the rate of 12,000,000 

miles a minute, they would utterly destroy our .... eyes, or 
any other very delicate . . . . ? Anything that is made or 
constructed, either by man or God, may be called . . . . ? 
I will write the word. Structure. All answer .... 

Structure. You think that any delicate structure, 

such as our .... eyes, or the leaves of . . . .flowers, or the 
tender wings of butterflies and other .... insects, would be 
.... destroyed, if the particles of the .... light, have any 
.... weight. For this and other good reasons philoso- 
phers believe that light has no ... . weight. 

Does any other boy or girl remember any other body in 
nature that has no weight? What else comes from the 
sun besides light ? . . . . Heat. Yes. Light and heat are 
both bodies that are supposed to have . ... no weight. 
There is a word which means " having no weight, " or " not 
able to be weighed." What is it ? Hands up. Perhaps 
you have never heard it before. Let us place it on our 
blackboard. Imponderable. Light and heat are both 
said to be ... . imponderable, that is, they have . ... no 
weight. Can you think of any other imponderable body ? 
Only three are known to exist. What is the other one ? 
What is it that passes so rapidly over the telegraph lines ? 
.... Electricity. That is the other one. Who will name 
the three ? Ella ?..... Light, Heat and Electricity are the 
three imponderable bodies. Very well. 

Now I wish to ask another question. Whence do we get 
light ? Hands up. Frank ? . . . . From the sun. Lizzie ? 
.... From lamps. Allie ? . . . . From candles. Mary ? . . . . 
From fire of every kind. Well, who can remember one word 
for "fire of every kind ?" In enumerating the sources of 
heat, we said that one source was fire, or ... . combustion. 
(If it is not answered, write it again on the board.) I only 
heard two voices give this answer. Again .... Combustion. 
We have now named two sources from which we get .... 
light. They are, 1st, .... The Sun, and 2d, .... Combus- 
tion. These, again, are two .... sources of light. Is there 
any other ? Has any one ever seen a very brilliant flash 
of light come from the sky ? When did you see it, Sam ? 
.... During a thunder-storm. Where did it come from ? 



86 ORAL TRAINING LESSONS. [Lesson xxx. 

// came from the clouds. Yes, but what caused it? 

The thunder. Well, the thunder was a sound that 

accompanied it. But do you know what caused both the 
thunder and the flash ? I will tell you. It was that third 
imponderable body that we mentioned. Hands up those 

who remember it. Charlie ? Electricity. That is 

another source of ... . light. Whenever electricity is dis- 
charged — and you will know better what I mean by this 
after we advance further — it causes a flash of ... . light, 
and is therefore a . . . . source of heat. 

Let us now rapidly revise. We conclude that light has 
no ... . weight. It cannot be .... weighed. There are 
also two other .... bodies, or ... . substances, in Nature 
that cannot be ... . weighed. They are .... heat and elec- 
tricity. These three are therefore called the three .... 
imponderable bodies. The imponderable bodies again are, 
ist, . . . . Light ; 2d, ... . Heat ; and 3d, .... Electricity. 
Light is derived from three .... sources, ist, . . . . The 
Sun"; 2d, . . . . Combustion ; and 3d, ... . Electricity. I may 
state that combustion is only one form of chemical action, 
and that other kinds of chemical action produce .... light. 



LESSON XXX. 

NATURAL SCIENCE : SOUND. 

You formerly told me in one of our lessons (See Lesson 
vin.) that we become acquainted with what surrounds us 
by means of what we called the five .... senses. These 
are, ist, .... Seeing; 2d, .... Hearing ; 3d, .... Feeling ; 

4th, .... Smelling; and 5th, Tasting. The second 

sense, which is hearing, is the one by which we per- 
ceive .... sounds. Again, sounds are .... perceived, by the 
sense of ... . hearing. 

Now I wish to ask you what else is necessary in order 
to hear besides the ears ? Well, you can answer better 
after our lesson is over. 



Lesson xxx.] ORAL TRAINING LESSONS. 87 

When I strike this .... desk, (or whatever you strike, 
suiting the action to the word,) you hear a . . . . sound ; 
and when a bell rings you also hear . . . . a sound. Now 
what is sound? It is not many years ago since people 
imagined that whenever a bell was rung, small particles of 
metal were struck off and flew rapidly and entered .... the 
ear (pointing to the ear), thus causing what we call a . . . . 
sound. But there were a great many objections to this 
theory. It could not be explained how the sound was 
made when the wind whistled round a corner. And it was 
soon proved that sound was caused in quite a different .... 
■way. 

We proved not long ago (See Lesson ix.) that air really 
is a ... . substance, since it weighs something, or, in other 
words, has .... weight. I wish to have you remember this 
as we will refer again to it in a few moments. Has any 
boy or girl ever seen a child place the blade of a knife in 
a crack in the table and then strike the handle, and cause 
it to make a rattling sound ? Well, Eddie ? . . . . I had my 
ears u boxed" for doing it once. Well, you all know what I 
mean. The knife-handle flies backwards and .... for- 
wards, very .... rapidly. I now want a word which means 
to go back and forth in that manner. How many know 
of such a word ? Mary ? . . . . Shiver. Ella ? . . . . Tremble. 
Frank ? . . . . Rattle. Frank, if you stretch a string tight 
and cause it to do so, would you say it rattled ? . . . . No, 
sir. No, but it would tremble or .... ? What other word 
do you know besides tremble, shake and shiver? I will 
write the word I want. Vibrate. All pronounce it to- 
gether .... Vibrate. The blow you strike causes the knife 
to ... . vibrate, or move very .... rapidly, back and .... 
forth. And you remember that you have just said that the 
air is a real .... substance. Now if the desk moves or . . . . 
vibrates, it strikes every time against . . . . ? What sur- 
rounds it everywhere ? . . . . Air. Well, it would strike then 

against the air, and this would cause the air also to 

.... vibrate. 

Let us see whether we can find a good way to represent 
this vibration of the air. Has any one ever seen a stone 
dropped into smooth water ? Sam ? . . . . I have often thrown 



88 ORAL TRAINING LESSONS. [Lesson xxx. 

one in. Well, did you ever notice, Sam, what happened 
to the surface of the water when the stone dropped ? . . . . 
Yes, sir ; the stone made small waves on the surface of the 
water. Who will repeat that ? Fred ? .... A stone dropped 
in a pond of water causes small waves o?i the surface of the 
water. And these waves roll on till they reach the edge 
of the .... water. Well, I will tell you that those waves 
on the .... water, are just like the little waves that are 
caused in the .... air, when anything .... vibrates. And 
when they enter our .... ears, they cause us to hear .... 
a sound, by operating on the nerves of our .... ears. 

If I strike a great rock, how does it sound ? Would it 
sound as plainly as when I strike this box ? . . . . No, sir. 
Why ? Who can answer this ? All ought, if all were lis- 
tening. Well, George ? .... It does not vibrate so much, 
being so solid, and therefore it does not cause so ?nany waves in 
the air, and consequently we cannot hear it as plainly. If I 
strike a sheet of tin or iron, this causes much ..... noise. 
Why ? Allie ? . . . . Because it vibrates so easily, and causes 
so many waves in the air. 

These waves roll off in every .... direction. It some- 
times happens that the sound-waves strike against the side 
of a large building, a high bank or bluff, or the edge of 
the woods. When this happens what do you think becomes 
of the waves ? Did you ever hear an echo ? . . . . Yes, sir. 
What is an echo ? Kate ? ..... It is a sound heard after 
another, without any apparent cause. Now, from what we 
have said, can you not guess what becomes of the sound- 
waves when they strike the side of a building? Henry? 
.... They come rolling back to our ears again. Very good ; 
and you think this is what causes an ... . echo. Raise 
hands all who can now tell me what causes an echo ? Eva? 
.... An echo is caused by the sound-waves rolling bach after 
striking some large object. 

Before our lesson closes I want another word for waves. 
The one I want comes from the Latin word Unda, a wave. 

It is undulations. The waves on the surface of 

water, might be called undulations. What is meant 

when men speak of an undulating country or an undulating 
prairie ? George ? . . . . They mean that it is waving, or not 



Lesson xxxi] ORAL TRAINING LESSONS. 89 

perfectly level; or has hills and hollows. And these waves 
in the air are called undulations. I want all to re- 
member this word till we have the next lesson on Light, as 
we will then use it again. 

Sounds are produced in the air. When anything 

is caused to shake rapidly or vibrate, since it moves 

against the air, it causes it also to vibrate. 

When it vibrates it contains a great many small .... waves, 
such as we see on the surface of ... . water, when we throw 
in .... a stone. These waves entering .... the ear, affect 
a nerve which causes us to ... . hear a sound. The sound, 
then, is simply the vibrating of ... . the air. When these 
waves strike against a large .... object, like a ... . house, 
they roll .... back, and cause . ... an echo. Instead of 
" waves " we use another word, which is ... . undulations. 



LESSON XXXI. 

ETYMOLOGY DERIVATION : WORDS FROM PLICO. 

We are to have another exercise to-day in examining the 
process by which English words are derived from the Latin 
language. 

In one of our lessons on this subject (See Lesson xm.) 
we said that a Latin word from which we derive words is 
called . . . . a root. The root that we will select for to-day is 
Plico, Plicatum ; to fold. The words will all contain 
either " pli," " ply," or " plicate," and will all have some 
allusion to folding. 

Those who can give me a word may raise hands. Well, 
Minnie ? . . . . Multiply. That is a good word. Multus 
means many ; and since ply means .... to fold, to multiply 
will mean .... to fold many times. Thus twelve has, as it 
were, four folded .... three times ; and seventy-five has 
twenty-five. . . .folded three times ; very much in the same 
way that cloth is . . . .folded. This process is called .... 
multiplication. This is another word, 



90 ORAL TRAINING LESSONS. [Lesson sxxi. 

Now I will ask again. Fred ? Reply. Very well. 

The syllable Re (See Lesson xiii.) means back; to 

reply, then means to . . . .fold back. It is applied to con- 
versation. The first person makes a statement, and the 
other .... replies, or folds his statement back upon his 

neighbor's ; he, in his turn, makes another reply or 

fold, and thus it is folded over and over again, by their 
continual .... replies. 

Will some one give us another word ? Raise hands all 
who can. Genie ? . . . . Pliable. That is a good example. 
You would say that cloth, or paper, or leather is . . . .plia- 
ble, or able to be . . . .folded. 

We are ready for more words. Frank ? . . . . Complicated. 
Yes. Con means .... together, and therefore complicated 
will mean . . . . ? If " plicated " means folded, and con 
together, what will be meant by complicated ? . . . . Folded 
together. Thus when we look at a locomotive or a watch, 
we call it a very .... complicated, piece of ... . mechanism, 
because it appears to be so much folded .... together. 
When a question in arithmetic or algebra is composed of a 
great many parts, it is also said to be ... . complicated, or 
. . . .folded together. 

Now you may raise hands for others. Give yours, Ella 
.... Imply. Right. And since Im means in, and Ply, to 
fold, to imply will be ... . to fold in. If I say, " The second 
house that was burned contained much furniture," you 
instantly conclude, although I did not state it, that another 
.... house had been burned before it. And you are said to 
imply this ; that is, you fold this idea in with .... the other. 

What is your word, George ? . . . . Implicated. When a 
man is guilty of a crime and it is proved that some other 
person was also guilty with him, the second would be said 
to be ... . implicated. People become implicated in crime. 

We would now like to hear others. What word have 
you, Charlie ? . . . . Triple. Tri means three, and so 
triple means having .... three folds. The word which 
means having two folds is ... . double, and the word ample 
means with many . . . .folds. 

Mary, what is your example ? . . . . Explicit. When any- 
thing is well explained or unfolded, it is said to be ... . ex- 



Lesson xxxu.] ORAL TRAINING LESSONS. 91 

plirit. Ex means out, and explicit, then, simply 

means . . . .folded out. And so you might easily conclude, 
implicit would mean . . . .folded in; yes, as when we speak 
of implicit confidence. 

Did you ever hear of a word which means " without any 
folds," or " having no folds ? " I will write it under our 
other words ; you will wonder when you see how simple a 
word it is. It is simple. Sine means without; it is 
changed to sim for convenience. The word means, again, 
.... without folds. A lever is a contrivance that is ex- 
ceedingly .... simple ; much simpler than a steam-engine. 
In the Bible, simplicity is used for innocence — no folds of 
guilt. But when we say a person is simple, we mean that 
his mind has few . . . .folds, or is undeveloped. 

(Now retrace the lesson and repeat the definitions, call- 
ing on each one for a full statement. Have all the words 
on the board.) 



LESSON XXXII. 

DIFFERENCE BETWEEN SCIENCE AND ART. 

We have now had a number of lessons upon different 
.... subjects. This morning I wish to tell you of something 
useful in connection wish these subjects. I wish to see every 
one sitting .... upright, so as to be able to ... . attend. 

You remember our lesson upon the Solar Svstem. We 
named eight bodies that revolve round .... the sun, and 
called them . . . .planets. Now, that branch of knowledge 
which describes or relates to these things, and to all the 
heavenly bodies, and their motions or distances, etc., is 
called . . . . ? Do you not know what it is called ? It is 
astronomy. And astronomy is called . . . . ? This word 
that we want supplied here is the principal word of our 
lesson to-day. Perhaps some of you have seen it before. 
If so, you will at once recognize it when you . ... see it. It 
is derived from the Latin verb Scio, I know, and it means 



92 ORAL TRAINING LESSONS. [Lesson xxxii. 

all that we can know about anything. George ? .... Is it 
science} Yes, that is the word. Let us write it on the 

board. Science. Astronomy is called a science. 

What does a science mean ? If you look at the board you 
see that Scio means .... I know ; then science will prob- 
ably mean that which we ... . know. What we know is 
commonly called knowledge ; after it is arranged for the 
purposes of study, it is termed science. Then you may tell 
me, Alfred, what a science is .... It is something that we 
know. What we know about the stars is the science of 
.... Astronomy. Perhaps you would like to know how 
this word astronomy was formed. I will show you. The 
Greek word Astron means a star ; and Nomos, which is 
also a Greek .... word, means a law. So Astronomy will 
mean, literally, the laws which govern .... the stars. And 
I have just told you that all we know of the heavenly .... 
bodies, is included in the science of ... . Astronomy. 

Will any one in the room now tell me of another science ? 

Bessie ? Geology. Yes, this is another .... science, 

the science of Geology. It teaches us about the 

rocks, etc., which form the crust of . . . . the earth. 

Any other ? Wallace ? Arithmetic. Very good. 

This means the .... science of numbers, or that which we 
.... know about /lumbers. 

Now I will proceed to the second part of our lesson. 
After we study a science sufficiently, we then begin to do 
the things which it ... . teaches us, or, to do things depend- 
ing on what it ... . teaches us. What word, now, is used to 
indicate anything that we do instead of anything that we 
know ? Let me write it. Anything that we do is called 
an art. Thus, we speak of the art of making .... cloth 
(touching a piece of cloth). Or, the art of making .... 
glass (pointing to the window). Now Arithmetic, besides 
being a science, is also an ... . art, for it is a way of doing 
something. Can any one give me any other art ? George ? 

The art of printing. Very good ; that is an art. 

Any other ? Alice ? . . . . The art of teaching. Very well. 

Now I will allow all to raise hands to give me examples 
of both arts and sciences. Kate ? . . . . Building houses, or 
Architecture, is a science and an art. Edward ? . . . . Making 



Lesson xxxiii.] ORAL TRAINING LESSONS. 93 

boots and shoes is an art. Is it a science also, Edward ? 
.... No, sir. Jennie ? . . . . Physiology is a science, is it 
not ? Yes ; we have had several lessons in the science of 
. . . . Physiology. (See Lesson iv.) Physiology teaches us 
not of the organs of our .... bodies, but of their . . . .func- 
tions ; or that which they . ... do. 

Now I want others. Hands up. Frank ? .... Is Gram- 
mar a science or an art 7 Who can tell him this? Emma? 

It is a science. Fred t .... It is an art, I think. 

Well, you are both correct. Like Arithmetic, it is both a 

science and an art. What other science did I tell 

you of when I spoke of Physiology ? That which tells us 
of the organs themselves is ... . Anatomy. Only three 
answered then. Well, after seeing the word several times, 
like a new face, it will become familiar to you ; that is, 

you will then know it. Anatomy, then, is a 

science. 

Did you ever hear of the science of music ? . . . . Yes, sir. 
Is it not also an art ? Do we not do something ? I will 
teli you. The art is called singing, but the science is 
music. Repeat that, Ella .... The science is called music, 
and the art singing. 

Then a science is that which we ... . know, about any- 
thing ; while an ... . art, is that which we . ... do, that 
depends on the .... science. 



LESSON XXXIII. 

NATURAL SCIENCE : MECHANICAL PROPERTIES OF THE 
ATMOSPHERE. 

Every eye must be directed this .... way ; then I wish 
also to see each one sitting .... upright. This is the best 
position in which we can sit if we wish to give good .... 
attention, and receive the full benefit of the .... lesson. 



94 ORAL TRAINING LESSONS. [Lesson xxxm. 

In a former lesson (See Lesson vi. and ix.) we spoke of 
the properties of the air. One was its ... . weight (making 
a gesture with the hand as though holding a heavy weight). 
Raise hands all who can tell me its weight. George ? . . . . 
A column of air extending from the earth 's surface to the top 
of the atmosphere, one inch square, weighs fifteen pounds. That 
is very well stated. And on account of its ... . weight, it 
exerts a great .... pressure, on the earth's .... surface. 
This is the second property of air. Although weight and 
pressure are the same, we will speak of the pressure as a 
separate .... property. You will learn why afterwards. 
Who will now give the two properties of the air that we 
have mentioned ? Alice ? . . . . The first property was its 
weight, and the second its pressure. 

We will now look at some others. Of what color is the 

air ? Raise hands. Fannie ? White. White like 

snow ? . . . . No, sir. Well, what color then ? Is it yellow ? 
.... No, sir. Of what color are clouds ? The prevailing 
color is ... . gray. Is the air of the same color ? . . . . No, 
sir. No, for then we could not distinguish a cloud from 
.... the air. Has air any color ? . . . . No, sir ; then you 
would say, if it has no ... . color, that it is ... . colorless. 
And anything like the air, that we cannot .... see, having 
no ... . color, is said to be .... ? In the night we cannot 
see the sun. Then the sun is not visible, so it is ... . 
invisible. And air is also, then .... invisible. I will write 
this word. Visible would mean able to be ... . seen, but 

when we say that anything is invisible, we mean it is 

.... not able to be seen. We will call this property invisi- 
bility. The i st was .... weight, the 2d, ... . pressure, 
and 3d, ... . invisibility. 

We now come to another property. Does any one re- 
member the first effect of heat that we mentioned ? (See 
Lesson v.) Edward? . ... It causes substances to expand 
or become larger. Air has this property. It becomes greatly 
increased in bulk when heated. That is, it ... . expands. 
Air will .... expand, when it is ... . heated. What will 
you call this property of air ? We call it expansibility. 
This means its power of ... . expanding. The first prop- 
erty, Kate? .... Weight ; the second, Willie ? Pres- 



Lesson xxxm.] ORAL TRAINING LESSONS. 95 

sure; the third, Ella? Invisibility ; and the fourth, 

Richard ? . . . . Expansibility. 

Now we may search for other properties. Have you 
ever seen a pop-gun ? . . . . I have. (Always cause them to 
raise hands in any such case, and not answer promiscu- 
ously. But for the general ellipsis require to all answer 
simultaneously.) How is it discharged? Eddie?.... A 
pellet is fastened in one end, and another driven through the tube 
to force it out. And does the second pellet press against 
the first one Eddie ? .... J do not know, sir. Who knows ? 
Frank? . . . .No, sir; it does not. Well, Frank, what forces 
pellet No. i out? I will tell you. When pellet No. 2 is 
put in, there is between the two a quantity of ... . air. 
And when we force pellet No. 2 through the tube, this air 
is greatly . . . . ? Cannot some one tell me what happens 
to it ? It is greatly .... squeezed, or .... ? I gave you a 
better word than this. (See Lesson vi.) Who remembers 
it ? It means pressed together. George ? Com- 
pressed. That is it. The air between the two .... pellets, 
becomes greatly .... compressed, and at last forces the first 
one .... out. And since air can be ... . compressed, we 
say it possesses compressibility. This is the fifth .... 
property. We will repeat them all again. 1st, . ... weight ; 
2d, . . . .pressure; 3d, ... . invisibility ; 4th, ... . expansi- 
bility, and 5th compressibility. 

There is st:ii one other property that we will mention. 
You have oftei: seen India-rubber. What is there remark- 
able about it ? Charlie I .... It is very elastic. Very good. 
You mean by that, that it can regain its former .... shape, 
or ... . position. Now I will tell you that the air is far 
more elastic than India-rubber ! When it is compressed in 
the pop-gun, it at last, in attempting to regain its former 

position, forces out the . . . .pellet. This property of 

air is called elasticity. 

Now for a rapid recapitulation. The first of the mechan- 
ical .... properties of ... . air, is its ... . weight; 2d, .... 
its pressure ; 3d, .... its invisibility ; 4th, .... its expansi- 
bility ; 5th , , , . its compressibility, and 6th, .... its elasticity. 



96 ORAL TRAINING LESSONS. [Lesson xxxiy. 

LESSON XXXIV. 

LUXURIES AND NECESSARIES OF LIFE. 

When we commence it is always pleasant to see every 
eye directed towards your .... teacher, by which I know 
that all are giving their best .... attention. 

In order to live we daily use a great many things both 
in our food and our clothing, and otherwise, which we 
could do almost as well without. Sometimes, for example, 
a ring is worn on the .... finger, or candy or sweetmeats 
are .... eaten. But if we were altogether deprived of these 
things, we could probably live just as ... . well, and be 
equally comfortable. 

Now will any boy or girl tell me a name that is given to 
all such articles ? Things that we could just as conve- 
niently do ... . without, are called . . . . ? Look this way 
as I write it on the blackboard. Luxuries. They are 

called .... luxuries. What are luxuries ? Mary ? 

Luxuries are things that we could do without. Raise hands 
all who will repeat it ? Harry ? (He repeats.) 

Who can now give me an example of a luxury ? George ? 
.... Tobacco is a luxury. Good. You mean by that we 
could live just . ... as well, perhaps better, if it were not 
.... used. But there are people who are foolish enough to 
believe that it is a great accomplishment to smoke .... 
tobacco. They always have cigars or pipes in their .... 
mouths. But this is very foolish. A great many people 
ruin their health by its ... . use, and then it does nobody 
any .... good. But it is still considered a . . . . luxury. 
And it is a very expensive .... luxury. 

Now I want you to think of other luxuries. You may 
give your example, Kate .... Wine. Very good. Wine is 
another .... luxury. You mean by that, Kate, that we 
could .... get along very well without it. Like the last 
instance, it is often very .... injurious, much more fre- 
quently than it is ... . good, or ... . beneficial. Wine, and 
all other kinds of ... . liquor, may be called .... luxuries. 
They are also useless and expensive .... luxuries. 



Lesson xxxiv.J ORAL TRAINING LESSONS. 9/ 

I think you all know the meaning of this word now. 
Let us go a step further with our lesson. Although there 
are things daily used that are not .... required, there are 
yet others that we must have, without which we could not 
.... live. Bread is one of these things. It is the most 
important article of our . . . .food. We could not get along 
comfortably without .... bread. It is, therefore, not a 
luxury, but a .... ? There is another word that is the 
opposite of luxury. What is it ? I will also write it beside 
the other. But before I do so I think you can tell me it 
if you try. Can you read in a book that you have never 
seen, with your eyes shut ? . . . . No, sir. You would have 
to open your .... eyes, in order to ... . read. Or, to state 
it differently, it would be ... . necessary, to open your .... 
eyes. That is the word. I thought you could tell me. 
Bread, then, is a ... . necessary. It is one of the necessa- 
ries of ... . life. 

Now I would like to have you give me other examples 
of necessaries. Hands up. Hattie ? . . . . Warm clothing 
in winter is necessary. That is a very good example. Yet 
we often see poor people who are almost without this which 
we find so ... . necessary. And in some countries more 
than half of the people are deprived of some of the neces- 
saries of . . . . life. We should be thankful that our wants 
are so well .... supplied, or ... . provided for. 

Can you think of others ? Frank } .... A warm fire is 
necessary in winter. Is it not necessary in summer also ? 
How should we cook our food ? . . . . Yes, sir ; fire is always 
necessary. 

There are some things that were once luxuries, that 
have now become necessaries. Can you mention one ? 
Lizzie ? . . . . Tea. That is correct. Once, in Europe, tea 
was unknown. When it was first brought from Japan and 
.... China, it was a great .... luxury. This was before 
the discovery of America. Now, it has become a . . . . nec- 
essary of ... . life. We could not do quite as well without 
.... tea, and .... coffee. Sugar is another example. 

(Now ask for as many examples of luxuries and neces- 
saries as time will admit of. Such as paper, milk, pianos, 
lamps, schools, newspapers, carpets, silver-plate, etc.) 

S 



9'8 ORAL TRAINING LESSONS. [Lesson xxxv. 

Let us complete our lesson. Those things that we can- 
not do without, are called .... necessaries of life, but those 
that are not absolutely .... necessary, to our comfort are 
.... luxuries. Thus bread is necessary, while pre- 
serves would be .... a luxury. 



LESSON XXXV. 

NATURAL HISTORY : THE CAMEL. 

Our lesson to-day is about the habits, structure and uses 
of the Camel. Let your answers be given promptly. 

You all know what animals we use in this country as 
beasts of burden. Raise hands all who can tell me any of 
them. (Ask all who have their hands raised, and dispose 
of their answers. The horse, mule, ass, and ox should be 
given.) 

These animals are all used for carrying .... burdens, or 
.... loads. But we do not, here, use the animal that we 

are to describe to-day, that is the camel. It is used 

principally in the conutries of the Eastern Continent 
which contain hot, dry, sandy deserts like this country .... 
Arabia — (point to it on the map.) Repeat that Charlie. 
(He does so.) We will see how it is that this animal .... 
the camel, is so well . . . .fitted, or ... . adapted (See Lesson 
II.) to those countries which contain hot, sandy .... deserts. 

These deserts, as at the Isthmus of ... . Suez, (point it 
out on the map) are sometimes hundreds of miles in extent, 
with nothing green to be ... . seen. In these vast .... 
deserts, where there is no water, the horse or ox could not 
. . . . live. They would die of thirst, for men often travel 
there for weeks without meeting a single stream of .... . 
water, and it would be impossible to carry enough water for 
oxen or ... . horses. People there use .... camels, which 
are exactly .... adapted, to these dry, arid .... deserts. 

I must first inform you that the camel has seven 



Lesson xxxv.] ORAL TRAINING LESSONS. 99 

stomachs. Annie, repeat this. (She does so.) The 

stomach is the place where the food is digested. 

Now. one of these seven .... stomachs, of the .... camel, 
is exclusively devoted to the purpose of containing water. 
When it fills this .... stomach, with .... water, it has the 
power of using it only as it is absolutely required. It can 

travel for weeks across the hot sands of the desert, 

without feeling any inconvenience on account of ... . thirst. 
The men have to carry along their supply of ... . water, 
but the .... camel, drinks its supply before they commence 
their . . . .journey. It has even happened that travellers 
have been out on the hot burning .... deserts, so long that 
all their supply of . . . . water, has become .... exhausted, 
or ... . used up ; and then they have been compelled to 
kill a . . . . camel, and use the water which they thus .... 
obtained, from the camel's .... stomach. But they prefer 
to go thirsty for several days before they consent to kill so 
useful and kind an ... . animal, as ... . the camel. 

This is one reason why the camel is so well .... adapted, 
to life on a ... . desert. Can you give me any other ? 
Hands up. Well, I will ask a question. Would the feet 
the horse has, suit for the camel ? . . . . No, sir. No ; they 
would crack and become sore and uncomfortable on the 

hot, burning sand, of the desert. The camel 

must have a different kind of . . . .foot. How many have 
ever seen a camel ? I see nearly all hands up. You have 
probably seen one with a circus, or in a menagerie. What 
kind of a foot has the camel ? Dan ? .... It has afoot like 
— / can't tell. Well, its foot consists of an immense pad. 
This is the best name that I can think of. It is a mass of 
soft flesh, which is the best foot that could be contrived for 
walking over .... hot sand. 

The body of the camel, too, is sparingly covered with 
hair. Have you ever seen camel's hair ? I see by your 
hands that you have ; it is soft and silky in appearance, and 
is very valuable. If its coat of ... . hair, was .... heavy, 
it would be too .... warm. As it is, it is just .... right. 

The camel also serves the purpose of a cow. It gives 
.... milk, which is often almost the only food, with dates, 
of the inhabitants of these .... deserts. 



IOO ORAL TRAINING LESSONS. [Lehson xxxri. 

When a burden is placed on the back of the .... camel, 
the animal is caused to kneel. At a certain signal, gener- 
ally a whistle, from its ... . master, the camel at once .... 

kneels down. Could it kneel up? No,' sir. Then 

simply say that it ... . kneels. (The kneeling of the camel 
to receive the burden is a most beautiful instance of the 
difference between mere teaching and training.) While 
it is quite young its keeper trains it to ... . kneel.. He 
does not merely teach it, or show it how, but actually 
makes it do the thing required. This is true .... training. 
And so the camel always does this when required. We 
said, when speaking of the cat, that a way of doing any- 
thing is a ... . habit ; the camel then forms this .... habit, 
and is always ready to ... . kneel, at the signal of its ... . 
keeper, to receive its ... . burden. How nicely God in His 
wisdom has provided for the wants of the wanderers of 
.... the deserts. 

(Now rapidly review, as in other lessons.) 



LESSON XXXVI. 

NATURAL SCIENCE : WHY DO IRON SHIPS FLOAT ? 

Now as soon as there is perfect silence we will .... com- 
mence. All must give their best .... attention. We are to 
have a lesson to-day that every boy will be interested in. 
The subject is, Why do Iron Vessels Float ? 

Who can tell me why ? Well, we are about to investigate 
the matter. When a piece of wood is thrown upon the 
water, it does not sink but. . . .floats. Why? Let us 
inquire a little further. If I hold out this piece of ... . 
chalk, and let go my grasp, it . . . .falls, to ... . the floor. 
Why ? I see several hands up. George ? . . . . Because the 
earth draws it down, or ... . attracts it. And if I hold a 
pail, full of water, a little inclined, the water also runs 
down to ... . the ground, because the .... earth attracts it. 



Lesson xxxvi.] ORAL TRAINING LESSONS. IOI 

Or, a piece of wood would be drawn to the .... earth, or 
.... attracted, in the very same .... way. 

If I have a ball of lead, and a ball of pine wood of the 
same size, which is the heavier of the two ? Frank ? . . . . 
The lead ; and if I place them on the extremities of a bal- 
ance, which will outweigh the other ? . . . . The lead. And 
consequently it will arrange itself nearer to the .... earth, 
as it is attracted more strongly than .... the wood. 

Now let us go back to our former question. When we 
throw a piece of ... . wood, upon the .... water, which do 
you suppose will get nearer the ground, the wood or the 
water ? Alice ? . . . . Ihe water will get nearer to the ground 
because it is the heavier. Now let me ask a question of the 
whole school. Raise hands all who can tell me. Is a 
pound of water any heavier than a pound of wood ? I will 
wait for you all to think of this. Well, Sam ? . . . . No, sir, 
it is not ; they both weigh . . . . a pound. Well, why, then, 
should a pound of wood thrown in about twenty pounds 
of water in a pail, float ? I will tell you. When the wood 
is thrown upon the .... water, it sinks just a short .... 
distance, into the .... water, and consequently it drives so 
much water out of its ... . place, as is equal to the quantity 
of wood immersed in the .... water. As I wish you all 
to clearly understand this, we will invert the sentence and 
repeat it. When part of the wood sinks into the .... 
water, there cannot be any water in the space occupied by 
. . . . the wood ; or, the water that formerly occupied this 
.... space, before we threw in ... . the wood, has been put 
out of its ... . place. Raise hands those who do not yet 
fully understand this statement. (If any, transpose and 
repeat till all see what you mean.) Now can't we get a 
better term for " drives out of its place." You say that 
the wood drives or puts the water .... out of its place, or it 

? What prefix means apart or asunder ? (See 

Lesson xm.) Ella? .... Dis means apart. Well, raise 
hands those who can tell what word will mean "to place 

apart ? " Fred ? Displace. Well done. Displace 

means to drive out of place, or simply, if "place" 

means to place and " dis " means apart, displace will 
mean to ... . place apart. Then you would say that the 



102 ORAL TRAINING LESSONS. [Lesson xxxvn. 

wood .... displaces the water ; that is, it ... . drives it out 
of its place. 

Well, I will tell you that if the wood, when sunk com- 
pletely into the water, displaces a quantity of water greater 
than its own weight, it will float. Edward, repeat that. 
. ... If the wood, when sunk completely into the water, dis- 
places a quantity of water heavier than itself, it will float. 
Very well. And therefore if we put a cannon ball into 
water, since it displaces a quantity of ... . water, that is 
.... lighter than the ball, the water in this case will float 
and the ball will .... sink, or go nearer to ... . the earth. 
But if the cannon-ball had first been beaten out . . . .flat, 
and then formed into a large iron pan that would' hold a 
great deal of ... . water ; yes, I know it would hold water, 
but if there were no water in it, it would then contain .... 
air ; I repeat, if it were beaten out in that way so as to 

contain air, the weight of the iron pan and air 

together, would be less than the water that would be ... . 
displaced, and then the iron would not sink, but . . . .float. 

Now who can tell why an iron ship floats ? George ? . . . . 
The weight of the iron of the ship, with the air inside of it, is 
not so great as the water it would displace if put under the sur- 
face, and therefore it floats. That is to say, it will only dis- 
place as much .... water, as is equal to its own 

weight. But if we were to load an iron vessel full of shot, 
you think that then it would .... sink. 



LESSON XXXVII. 

ASTRONOMY : ATTRACTION OF GRAVITATION. 

It always pleases me to see every one sitting in such a 
. . . position, that the best attention can be ... . given. 

You could not lift a ton of iron in your hand. It would 
be too heavy. What makes it heavy ? Hands up. 



Lesson xxxvii.] ORAL TRAINING LESSONS. IO3 

Frank ? . . . . Its weight, I suppose, makes it heavy. And do 
you not know better, Frank, than to make such a reply as 
that ? You might as well say that birds fly because they 
fly. It must certainly have required great mental exertion 
to conceive such an answer. James, what do you think ? 
. . . . I think it is heavy because the earth attracts it. That is 
very well answered. We have several times used this word 
.... attract. It means (See Lesson xiii.) . ... to draw to. 
In which direction does the earth draw it? .... It draws it 
downwards. Now let us think carefully. If an immensely 
deep well were dug, extending .... downwards, to the 
earth's centre, and far beyond it to the opposite .... side, 
of the .... earth, and a cannon ball, or any other object, 
were dropped in, how far do you think it would fall ? 
Hands up. Eva? . ... It would fall right through. Now, 
be careful how you answer. George ? . . . . I think it would 
not fall through completely. Well, let us see which answer 
is correct. I will allow the school to decide. What causes 
it to fall in the first place ? Alice ? . . . . The earth attracts 
it. Well, and when it has gone one-third of the distance 
through, there would be a great quantity of earth above it ' 
which would begin to draw or ... . attract, it in the oppo- 
site .... direction ; and on arriving near the centre, there 
would be just as much attraction drawing it ... . upwards, 
as there would be to draw it ... . downwards. (Make 
suitable gestures with the hand, indicating the direction. 
These gestures greatly assist in securing their attention.) 
And you could naturally think, as George did, that it would 
only go ... . halfway through. This is correct. Its force 
might cause it to descend a little more than .... halfway, 
but it would soon stop and come .... upwards, and would 
probably oscillate as an evenly balanced scale would, and 
at last remain as near as possible to the centre of the .... 
earth. 

I will now ask another question. Suppose that a man 
living upon the other side of the .... earth, were to drop 
another ball at that end into the .... opening, what do you 
think would become of it? I see a large number of hands 
up now. Sarah ? .... It would fall upzvards into the hole. 
Very good. That is to say, it would be upwards to us, but 



104 ORAL TRAINING LESSONS. [Lesson xxrra. 

the person who dropped it would call it ... . downwards. 
Downwards, then, means towards the earth's .... centre, 
and upwards . . . .from the centre. 

This attraction, you say, it is that causes anything to 
possess .... weight. Now, I will tell you that the word 
that is used to represent this attraction is derived from the 
Latin language, as many other words in English are. The 
Latin word Gravitas means weight; and because this 
attraction of the .... earth, causes .... weight, it is called 
.... the attractiofi of gravitation. Repeat that, Harry .... 
The attraction of the earth, because it causes weight, is called 
the attraction of gravitation. 

In speaking of the solar system we stated that the earth 
itself is attracted by the .... sun, and that the sun attracts 
also all the other . . . .planets. The attraction of the sun, 
then, is also the attraction of ... . gravitation. 

Now, what is the shape of raindrops, or dewdrops, or 
tears ? Hands up. Willie ? . . . . Round. Round like a 

cent ? No, sir ; round like a ball, or globular. 

Why ? Do you not see that the particles of the dewdrop 
all attract each other? Do you think it would, then, 
become square ? . . . . No, sir. No, the form in which all 
the particles would be nearest to the centre, would be that 
of a . ... ball, or ... . globe. (Illustrate this with a square 
and also a circular figure on the black-board.) If you im- 
agine the drop to be composed of layers, one on ... . an- 
other, all the particles in each .... layer, would be equally 
distant from .... the centre, in the round form, but this 
would not be so if it were .... square. A mass of fluid, 
then, such as a raindrop, a dewdrop, or a . . . . tear, will, 
if left alone, become .... round, like a . . . . ball. 

Well, it is supposed that our earth, which looks so solid, 
was once a melted mass. In that condition what would 
you have imagined its shape to have been ? . . . . Round like 
a dewdrop. Very good. It would become round on ac- 
count of this attraction which I have called .... the attrac- 
tion of gravitation. And we know, and can prove, that this 
actually is its ... . shape. 

Now, we will revise, and I will give you a very beautiful 
selection from one of the poets, that you will always be 



Lssson xxxvm.] ORAL TRAINING LESSONS. IO5 

able to remember, that very nicely embodies all that we 
have .... said. 

Anything on its surface is attracted by . . . . the earth. 
This attraction is called .... the attraction of gravitation, 
from the Latin word .... gravitas, which means .... weight, 
because it is this that causes bodies to have .... 'weight. 
The attraction which the sun possesses towards the .... 
earth, and the other . . . .planets, is also a form of the .... 
attraction of gravitation. And dewdrops assume a round 
.... shape, in consequence of the same .... attraction. It 
is sometimes called the .... Law of Gravitation. 

Here is the stanza. I will write it on the black-board, 
and wish you all to copy it into your note-books : 

That very law which moulds a tear, 

And bids it trickle from its source, 
That law preserves the earth a sphere, 

And guides the planets in their course. 

(Cause them to repeat this stanza in concert several 
times.) 



LESSON XXXVIII. 

CHEMISTRY : SIMPLE AND COMPOUND BODIES. 

Our attention is to be given to-day to a subject of great 
importance. (Do not state it till after the lesson is over). 
In order to receive the greatest benefit possible from a 
.... lesson, it is necessary to keep our thoughts about us 
and answer .... promptly. Then all sit ... . upright, and 
look this .... way. 

When you pick up a piece of glass, another of coal, still 
another of limestone, and also another of iron, they do not 
all appear to be exactly .... the same, or ... . alike, but 
are, in appearance, all very .... different. All such things 
we include under one general name, (See Lesson x.) which 
is ... . matter. Now, the first question which I have to 
ask you is : Do you consider that the iron, or the lime- 



106 ORAL TRAINING LESSONS. [Lesson xxxviii. 

stone, if examined, would be found to be each made up of 
a great many different kinds of substances blended, or 
mixed together, or of only one kind ? Well, Annie ? . . . . / 
think that limestone is made only of one kind of matter, if it is 
pure, and so is iron. Well, I will not now state whether 
that is correct or not, but will ask another question. If 
you examine a piece of soap, as pure as you can get it, do 
you think you would find that it consists of only one sub- 
stance ? . . . . JVb, sir. It is made of grease, and soda or pot- 
ash, and other things, often containing lime and water. But 
could you tell this by merely picking it up, cutting it, and 
otherwise. examining its outward appearance?. . . . No, sir. 
But you know how soap is ... . made, and therefore you 
also know that it has in it more than one kind of ... . 
matter. 

Now when you see a piece of pure white marble, can 
you tell me whether it is only one, or several kinds of 
matter ? Emma? .... Only one. Fred ? . . . . Several kinds. 
Well, how do you know? I do not wish answers to be 
given which are mere guesses. I wish you to think for 
yourselves and reason, and draw correct conclusions. If 
you break the marble, which is pure limestone, or rub it, 
or scrape it, or examine it in any such way, so as to only 
investigate its outside properties, if you even find its weight, 
or look at its color, there is nothing to tell you whether it is 
just one kind of ... . matter, or whether it contains .... 
several kinds. 

Or if we take coal, and examine it in the same .... 

manner, we cannot tell how many kinds of matter, it 

contains. Well, how are we to tell ? Let us see. 

(Procure a small glass tube. Have one end open and the 
other closed. Get some small pieces of nice clean white 
wood. Place them in the tube and hold it in the flame of 
a spirit lamp, so as to strongly heat the wood. It very 
soon decomposes. The lamp may be made by perforating 
a cork, passing a brass, iron, or tin tube through it, and 
fitting the cork into a small phial with a large mouth. 
Have a wick, of course, and burn alcohol in it.) The wood 
that I have placed in this .... tube, now begins to become 
quite . . . black. If we had examined it by merely handling 



Lesson t:xxviii.] ORAL TRAINING LESSONS. 107 

it, we never could have found out what composed it. But 
when we apply .... heat to it, we soon know that the wood 
is made up, or ... . composed, of a number of different kinds 
of ... . matter. You see around the sides of the tube a 
substance like tar (if you use pine wood), and the solid 

black substance at the end of the tube is ? It is 

charcoal. This is the way in which charcoal is 

made. Wood is covered over with earth, to keep away the 
air, and then heated. The heat soon separates it into dif- 
ferent kinds of matter. Well, can you give me one 

word for separating into parts ? When you separate a sen- 
tence into its parts, or take apart and explain a pro- 
cess in arithmetic, you are said to ... . analyze it. That is 
just the word I wanted. I think you can all remember it. 

The wood becomes analyzed. And this process is 

called analysis. The wood is analyzed by ... . the heat. 
Now, the science which teaches us about the analysis of 

different substances, and shows us of what they are 

composed, is called chemistry. Let me hear this 

word from all ... . Chemistry. And chemistry teaches us 
that all substances are not composed of one single kind of 
.... matter; many are made of several .... kinds, just as 
we found that this .... wood is. I will now tell you that 
all those substances which are known to be made up or 

.... composed, of only one kind of matter, are called 

simple bodies. And those, like wood, which contain more 
than one kind of ... . jjiatter, are called compound bodies. 
Then, will wood be simple or compound? Hands up. 
Ella? . . . . Wood is compound. And can you tell me what 
water is ? John ? . . . . Water is simple. Why do you think 

so, John ? Because heat does not analyze it ; it only 

changes it into vapor, which can be converted back again to 
water. That looks like a good reason, John, but I am 
sorry to have to contradict you. That answer, however, 
convinces me that John had thought carefully of what he 
...... said. I would give ten times as much for an inde- 
pendent answer like that, with a reason for it, than a 
thoughtless, careless answer with no reason. I will tell 
you, John, that there are other ways of analyzing besides 
by neat. We will speak of them in a future lesson. Water 



108 ORAL TRAINING LESSONS. [Lesson xxxix. 

is found to consist of two gases. I will also describe them 
in a future lesson. One of them is oxygen, of which we 
have already .... spoken. It is the principal gas in ... . 
the air. Iron is found to be simple, that is, it is ... . only 
one kind of matter. What do you think of coal? George? 
. ... It is compound ; for it contains more than one kind of 
matter. There are the ashes, and other substances that are 
burned out of it. "Very well ; that is another excellent 
answer, accompanied with a good reason. Always have a 
reason for what you .... say. 

Some bodies, then, like iron, are simple; and 

others, such as wood, are .... compound. They are simple 
when they contain .... only one kind of matter ; compound 
if . . . s they contain several kinds. When we find this out, 
as with heat, we ... . analyze them. The science which 
treats of analysis is ... . Chemistry. 



LESSON XXXIX. 

NATURAL SCIENCE : INERTIA. 

Now, all look this .... way, and be ready to ... . 
answer. 

Iron, rock, sand, water, and all other things that we find 
around us, may be called by one name, which is ... . mat- 
ter. (See Lesson x.) And matter has a great many 
curious properties, as they are called. For instance, the 
earth attracts all objects on its ... . surface, towards it, and 
thus causes them to have .... weight. Weight, then, is one 
of the properties of matter. Or a better name is the other 
word. What causes weight ? . . . . Attraction of Gravitation. 
(See Lesson xxxvn.) Attraction, we say, is a . . . .prop- 
erty of matter. Well, we will to-day speak of some other 
properties that it . . . .possesses. 

You all see this book lie open upon my desk. Has it 
any power to move ? . . . . No, sir. You think it cannot put 



Lesson xxxix.] ORAL TRAINING LESSONS. IO9 

itself in ... . motion, or it is unable to. . . . move. Can any 
one think of a word that means " unable to move ? " I will 
give you one. Inert. Anything that is inert is unable to 
.... move. Lizzie, repeat that .... Anything that is inert 
is unable to move. And this is considered another property 

of ... . matter ; its being unable to move, or being 

.... inert, is another .... property. It is called by a hard 
name. I will write it. Inertia. You may all repeat it 
.... Inertia. This is the property of not being able to 

move, or of being inert, or inactive. What is 

inertia ? Charlie ? Inertia is the property of being un- 
able to move. 

Inertia is a very curious property of matter. Let us look 
at some instances. When a boy is standing on a sleigh or 
in a buggy that is not moving, and all at once it is caused 
to move rapidly, what happens ? Fred ? . . . . He is caused 
to fall over backwards. Very good. And this is because his 
body, while at rest, has no power to put itself in ... . motion. 
Of course, we mean without moving the feet. Again, when 
a boy is on the back of a horse that is standing still, he 
has to be careful if the horse moves .... suddenly, or ... . 
quickly, or he would . . . .fall off. (Here perform this ex- 
periment. Place a card two or three inches square on the 
tip of the finger. Then place a large cent on the card, bal- 
anced so as not to fall off. As you hold it out on the fin- 
ger, give the card a smart tap with the second finger of the 
right hand, let go from the thumb. The card will fly off, 
and leave the cent immediately resting on the finger.) 
Now all watch what I do. Why did the cent not fly off 
with the card ? Why did the card not carry the cent off 
on its back ? It was resting on the card. Annie ? . . . . 
You moved the card, but imparted no motion to the cent ; so it 
remained on your finger because it had no power to put itself in 
motion. 

Now I will also tell you that this property of . . . . matter, 
which we have called .... inertia, means more than this. 
After a body is put in motion it is impossible for it to stop. 
Well. Sam, I see your hand up .... I do not think so. Roll 
a ball on the grass, and it very soon stops. Wait a moment, 
Sam ; not so fast. Does the ball stop, or does something 



IIO ORAL TRAINING LESSONS. [Lesson xl. 

else stop it ? . . . . The grass stops it. And if you were to roll it 
on ice, it would roll for a very long .... time, or ... . dis- 
tance. But, at last, because it rubs against .... the ice, on 
account of the earth so strongly .... attracting it, and also 
since it is resisted by the .... air, through which it ... . 
moves, the ball would .... stop. But if it were away off in 
clear space, and were set in ... . motion, you can easily see 
that it would never .... stop, until . . . . something stopped it. 
And so, when a horse is running fast with a person on his 
.... back, if a dog or bear were to frighten him so as to 
make him stop very .... suddenly, the boy would most 
likely, unless a good rider, go ... . over his head. 

When we say that inertia is a property of ... . matter, 
we not only mean that resting bodies cannot .... move, 
but also that ... . moving bodies cannot rest. I will write 
the definition on the black-board. Inertia is the prop- 
erty OF MATTER BY WHICH BODIES AT REST CANNOT PUT 
THEMSELVES IN MOTION, AND BODIES IN MOTION CANNOT 

rest. We will repeat it. Inertia is that .... property of 

matter, by which bodies at rest cannot move, or put 

themselves .... in motion, and bodies in ... . motio?i can- 
not rest. What is this property called ? James 1 .... It is 
called inertia. 

(This property can be illustrated very beautifully by 
what is called the " doubling " of a hare when pursued by 
hounds.) 



-o- 



LESSON XL. 

HUMAN ANATOMY : ARTERIES OF THE BODY. 

Now all your attention must be concentrated on our .... 
lesson. I am about to tell you to-day the names of the 
most important arteries in the body. 

When we speak of the circulatory system we mean the 

svstem of blood-vessels, which contain .... the blood, 

and circulate it through ..... the body. It consists (See 



Lesson xl.] ORAL TRAINING LESSONS. 1 1 I 

Lesson xx.) of, ist, . . . . The heart; 2d, ... . The arteries ; 

3d, The capillary vessels ; and 4th, The veins. 

You must always remember that the blood flows from the 
heart through .... arteries, and to it ... . through veins. 

The first artery that we will name is the large one that 
leads from the left .... ventricle, of ... . the heart. (Here 
you may rapidly revise Lesson xxn.) It is called the 
aorta. I have written it. We will place the names, as 

they occur, upon the blackboard. All answer this 

word .... Aorta. What about it ? Ella ? . . . . The aorta 
is the largest artery in the body. It comes from the left ventricle 
of the heart. On leaving the heart it bends and passes 
downwards through the trunk of the body. Its name, 
again, is ... . the aorta. 

Now, as the aorta passes downwards, it sends off smaller 
arteries which pass around between the ribs, to the front of 
the .... body. These are named from the fact that they 
run between .... the ribs. The word that means " between 
the ribs" is intercostal. Then these are the .... inter- 
costal arteries, which run from the .... aorta, around the 
.... body, between .... the ribs. 

As the aorta extends downwards still further it gives off 

other branches. These, because they pass to the 

loins are called lumbar arteries. The word lumbar 
means belonging to the .... loins, which is that part of the 
.... body, near the " small " of the .... back. 

We have now three names. Anna, give the first .... 
The aorta is the large artery, and comes from the left ventricle 
of the heart. Charlie, the next .... The intercostal arteries 
are those that run between the ribs. Mary, the next .... 
2 he lumbar arteries' rim to the loins. Very well. At last 
the aorta, after traversing the trunk, separates into two 
.... branches. These two are named from the scientific 
name of the thigh bone, which is called the femur. (See 
Lesson xviii.) They pass down on the inner sides of the 
thigh bones, and are called the femoral arteries. The 

two branches of the aorta, then, that pass down 

through the thighs, are called the . . . . femoral arteries. 

At the knee each femoral artery separates again into 
two . . . .parts, one of which is called the anterior, and 



112 ORAL TRAINING LESSONS. [Lesson xl. 

the other the posterior tibial arteries. They receive 
these names from one of the bones of the leg, the tibia. 
(See Lesson xviii.) p The posterior tibial artery runs 
down behind the tibia, and the anterior tibial artery be- 
fore it. 

Now we will again revise before proceeding. First we 
have .... the aorta ; 2d, ... . the intercostal arteries, between 

.... the ribs ; 3d, the lumbar arteries ; running to ... . 

the loins ; 4th, .... the femoral arteries, in the .... thighs ; 
5th, . . . . the anterior and posterior tibial arteries. These 
divide, at the ankles, into smaller branches extending to 
.... the toes. The arteries of the toes are called digital 
arteries. Those of the fingers are also called .... digital. 
The Latin word Digit means a finger. So the arteries 
of the fingers and toes will most likely be called .... digi- 
tal arteries. 

Now we will go back and name those arteries that pass 

.... upwards, and to the arms. From the aorta 

two branches pass up through the neck, called the carotid 
arteries. (Accent on the second syllable.) Let us all 
repeat these names as I point to them .... Aorta; Inter- 
costal; Lumbar; Femoral; Anterior Tibial; Posterior 
Tibial ; Digital ; Carotid. 

Next we have those that supply the .... arms, with .... 
blood. The artery of the arm first passes beneath the col- 
lar bone or clavicle (See Lesson xviii.), and is hence 
called the subclavian artery. Sub, you know, means 

under, and subclavian will mean passing under the 

clavicle. 

Then as it passes down the upper arm, it is called the 
axillary artery. (Accent on first syllable.) Let me hear 
these last two names from all ... . subclavian, and .... 
axillary. This artery, in the .... arm, is called, as it 
passes under the .... clavicle, the .... subclavian artery, 
and in the upper arm .... the axillary artery. 

The axillary artery, at the .... elbow — (point to the 
elbow, and when you require such an answer, always use 
a gesture, to keep the attention and indicate your answer, 
only those who are looking can answer,) — separates into 
two branches. One follows the ulna and the other 



Lesson xli.] ORAL TRAINING LESSONS. 113 

the radius, the two bones of the lower .... arm. (See 
Lesson xvm.) Hence they are called the ulnar and 

radial arteries. All repeat. They are the ulnar, 

and radial arteries. They receive these 

names, from those of the bones of ... . the lower arm, the 
.... ulnar, and ... . radius. 

We have already said that the arteries from the .... 
wrist, to ... . the finger-ends, are called .... digital. 

And now we will rapidly recapitulate. The blood flows 
from the left .... ventricle, of ... . the heart, into .... the 

aorta ; from this branch of the intercostal arteries, 

which lie ... . between the ribs. Then it also gives off the 
.... lumbar arteries, going to ... . the loins ; next it sepa- 
rates into .... two parts, the .... femoral arteries, which 
in their turn separate and form the anterior and posterior 

.... tibial arteries, and these form also the digital 

arteries, of the .... toes. Proceeding upwards to the .... 
neck, are the .... carotid arteries ; and passing under the 

clavicle or collar bone are the subclavian arteries, 

which, in the upper arm, take the name of ... . axillary 
arteries ; these, at the .... elbows, separate into .... two 

branches each, one called the ulnar artery, and the 

other .... the radial. They get these .... names, from 
those of the .... bones of the arm, which are .... the ulna 
and radius. The ulnar and radial arteries at length form 
the .... digital arteries, of the .... arm. 



LESSON XLI. 

THE ARTS : WEAVING. 

When we spoke of Memory we stated that it would be 
quite impossible to remember a thing in which we take no 
.... interest, or do not .... understand. Now you will 
demonstrate that you take an ... . interest, in our .... 
lesson, if you give good .... attention. 



H4 



ORAL TRAINING LESSONS. 



[Lesson xli. 



What we know about anything is called a . . . . science, 
(See Lesson xxxn.) and what we do, depending on that 

science, is called an art. Then an art is a 

method of ... . doing something. The art of painting is 
the art or way of making . . . .pictures, by . . . .painting. 
It is one of the Fine Arts. And you would call a man who 
practices the Fine Arts an ... . artist. What is an artist ? 
Carrie? (She repeats.) 

To-day our lesson is on one of the Arts, the Art of 
Weaving. This, you know, is the art of making .... 
cloth. I called it the art of ... . weaving. The instru- 
ment with which cloth is made is called . . . . a loom. In 
large manufactories they operate a great number of . . . . 
looms. 

Then we will first speak of the different things of which 

cloths are made. Books are made of ... . paper. 

And the paper is called by a certain name because the 
book is made of it. The paper is called the . . . . ? Let 
me write the word. Material. The paper is the .... 
material, of which .... the book is made. Annie, of what 
material are combs generally made? .... Combs are made 
of India-rubber and horn. And the horn or ... . rubber, we 
call the .... material, of which .... the combs are made. 

And cloth is manufactured of certain kinds of 

material. 

Now you can all understand that substances like sand or 
sawdust would not do to make .... cloth. What kind of 
materials or substances are used ? Only those that are 
. . . . ? There is a word which means consisting of long 

hairs. It is fibrous. This means consisting of 

fibres, or ... . hairs. Cloth, then, can only be ... . made, 
from substances that are . . . .fibrous, or consist of . . . . 
fibres. Willie, repeat that. (He repeats.) Well, you may 

now raise hands to mention substances that are 

fibrous, of which cloth . ... is made. Mary ? . . . . Cotton. 
Sam ? . . . . Wool. Ellen ? . . . . Hair. John ? . . . . Grass 
of some kinds. Yes, coarse cloths called stair-cloths are 
made from .... grasses. Emma ? . . . . Flax. Sarah ? . . . . 
Silk. Well, that is enough. Hands down. We may say 
that anything that is . . . .fibrous, can be ... . manufactured 



Lesson xli.] ORAL TRAINING LESSONS. 115 

info doth. Or, inverting our sentence, all kinds of fibrous 
.... substances, or, the other word .... materials, can be 
used for .... manufacturing cloth. 

We said in one of our former lessons (See Lesson xix.) 
that all those substances which are derived from the organs 
of animals and plants are called .... organic. Now raise 
hands those who can tell me whether the materials used 
are organic or inorganic. Libbie ? . . . . They are organic. 
Then we will introduce this word into our statement. All 
organic .... materials, that are . . . .fibrous, are suitable 
for ... . weaving. Who will repeat this ? Annie, you may 
do so. (She repeats. Call on others for a full statement.) 

Now you have doubtless often heard a building called a 
fabric. Raise hands those who have. Well, I see that 
some have. Hands down. Anything made in a loom, 
that is, any kind of an article that is ... . woven, is also 
called by this name, a . . . .fabric. When it is nice and fine, 
it will be a delicate . . . .fabric, but such articles as stair- 
cloths or carpets would be coarse . . . .fabrics. The name 
fabric then is often given to articles that are .... woven, 
or made in a ... . loom. Mary, repeat that. (She repeats.) 
Alice, what kind of a fabric would you call silk? .... 
Silk is a beautiful delicate fabric. And muslin is also a 
.... delicate fabric. Besides being delicate, since they are 
woven, they are called, as I now write, textile fabrics. 
Delicate textile fabrics are generally more expensive than 
.... coarse ones. 

Now, let us review. What we know is a . . . . science, 
and what we do is called . ... an art. Our lesson to-day 
is about .... the art of weaving, or of making .... cloth. 
Cloth is manufactured in an instrument called .... a loom. 
Those substances of which we make .... cloth, are called 
the .... materials ; and cloth cannot be made from such 
materials as sawdust or ... . sand, but from . . . .fibrous 
materials. Since these materials are derived from the 
organs of plants and .... animals, they are called .... 
organic. You may now supply these three words. Cloth is 
made of . . . .fibrous organic materials. Anything woven 
is said to be ... . textile. Cloth is a . . . . textile fabric. 
Such things as carpets are very .... coarse fabrics, while 



* 
Il6 ORAL TRAINING LESSONS. [Lesson xm. 

muslin, or crape, or fine silk is .... a delicate fabric. We 
will continue this lesson at another .... time. 



LESSON XLII. 

HISTORY : CAREER OF NAPOLEON. 

To-day we are to have a lesson in History. 

Everything that happens to nations, and to the most re- 
markable men, is written down and called by this name. 
It is called .... History. Let me write a good definition, 
or meaning, of the word History on our .... blackboard. 
History is a record of remarkable events. If I speak 
of United States History, I am talking of the record of 
.... events, that occurred in ... . the United States. And 
what would we mean, Fannie, by a History of Minnesota ? 
. . . . A History of Minnesota would be a record of events 
that happened in Minnesota. 

We are to speak of some events in French History that 
are connected with the life of Napoleon. He was one of 
the Emperors of ... . France. His life was very remark- 
able, and is equally interesting. Of whom are we to speak ? 
Hands up. Harry? (He repeats the subject.) 

Does any one know when and where Napoleon was born ? 
I will tell you. He was born in the city of Ajaccio, (pro- 
nounced A-yat-ce-o,) in the Island of Corsica, which is in 
the .... Mediterranean, and belongs to ... . France. James, 
repeat that .... Napoleon was bom in Ajaccio, in Corsica, 
an island in the Mediterranean belonging to France. Raise 
hands all who can repeat it. Well, hands down. We will 
go further. 

This was more than one hundred years ago. He was 
born in the year 1769. When he was about sixteen years 
old, he was sent to a military school, to learn to be .... a 
soldier. This school was in Brienne, a city near Paris. 
Napoleon, we will repeat, attended the .... military school, 



Lesson xlii.] ORAL TRAINING LESSONS. II J 

at ... . Brienne, a city of ... . France, near the city of ... . 
Paris. While there, he often signalized himself by his 
bravery and skill during sham-fights. Batteries were often 
constructed in winter, of . . . . snow. Then, the storming 
party with Napoleon at their head as leader, never failed 
to defeat their opponents, and capture their .... batteries. 
In this way he acquired a taste for the life of .... a soldier. 
And so he joined .... the army. Yes, he joined the French 
army, and very soon had excellent opportunity of showing 
his talents — his military .... talents. 

All repeat. We are now speaking of. . . . Napoleon ; he 
was born in ... . Ajaccio, a city of . . . . Corsica, an island 

in the Mediterranean Sea, in the year 1 769. 

When about sixteen, he entered the .... military school, at 
.... Brienne, a city near .... Paris. While there he often 
showed his .... skill, and .... courage, when storming the 
. . . snow batteries, of the opposing . . . .force. 

Now, I will tell you that shortly after he joined the .... 
French army, he had to accompany the troops to a city in 
the South of France. Its name is Toulon. (Pronounced 
Too-long. The g only faintly.) The French troops were 
besieging the city of . . . . Toulon. A little incident occurred 
here which showed his appreciation of bravery. He was 
dictating a dispatch to a sergeant who was writing on a 
drum-head, when a cannon-ball came whizzing past and 
tore away the ground just beside them, causing some sand 
or dust to drop on the paper. Instead of showing any 
signs of fear, the sergeant simply remarked to Napoleon, 
"We won't need any sand (or blotter) on this document." 
For this evidence of heroism Napoleon afterwards procured 
his promotion. 

Shortly after, Napoleon was called to the capital of France, 
to ... . Paris, to take charge of the government troops, 
against the revolutionary forces. Here he gained a bril- 
liant victory with a mere handful of men against a force ten 
times as strong. On this account he received command of 
the French army which had been fighting in Italy. It had 
met with very little success ; but, on the other hand, it had 
been many times .... defeated. The entire army, when 
Napoleon took charge of it, had been driven almost to the 



Il8 ORAL TRAINING LESSONS. [Lesson xxil 

summits of the mountains that separate .... France, from 
.... Italy. (Point to each on the map.) They are called 
the .... Maritime Alps. Those who composed the .... 
army, away up among the glittering summits of the .... 
Maritime Alps, were almost perished by ... . cold, and fam- 
ished with .... hunger. They had no heart to engage in 
.... battle. This Avas because they had not a good leader. 
For a leader, they were now to have .... Napoleon. When 
he took charge of the army he addressed them thus : " My 
good, brave fellows, I am sorry to find you so uncomfort- 
able and miserable. But cold, hunger and exposure form 
the school in which good soldiers are trained. Follow me, 
I will soon lead you on to comfort, plenty, fame and vic- 
tory ! " Now what effect do you consider that words like 
these would have ? George t .... I think that the soldiers 
would take courage, and fight bravely. Well, that is just 
what they did. 

The first thing that Napoleon did was to make up a plan. 
In war, a plan is called a .... ? It is called a stratagem. 
The Austrian and Italian armies had now followed them to 
the mountains that lie between .... France and Italy. So 
Napoleon thought that the best thing that he could do 
would be to go round quietly and get between them and 

their own country. They could not then get any 

supplies, or any help, or ... . assistance. Well, they rushed 
down the mountain slopes ; and their manoeuvre, or as I 
called it before a . . . . stratagem, succeeded so well that 
they entirely defeated the .... Austrians, and .... Itali- 
ans. They then captured the city of Turin, and at length 

got possession of all the fortresses of Northern 

Italy. 

In order to continue this narrative, we will have to wait 
till we can put it in another .... lesson. 

All review rapidly. Our lesson is about .... Napoleon. 

He was born in ... . AJaccio, a city in the island of 

Corsica. He was educated in the military .... school, of 
.... Brienne, a city near .... Paris. He distinguished 
himself after he joined the .... army ; first, . ... at the 

siege of Toulon, and second, at an engagement near 

Paris. He was then placed in command of the French 



Lesson xliii] ORAL TRAINING LESSONS. I 19 

.... army, that was operating in Italy. He found 

them almost .... starved, and .... discouraged, but soon 
led them on to ... . victory. 



LESSON XLIII. 

CHEMISTRY : ACIDS, BASES, AND SALTS. 

We have before stated that such substances as wood, or 
soap, which are composed of different kinds of ... . matter, 
are said to be ... . compound ; but others, like iron, being 
only one kind of ... . matter, are .... simple. (See Lesson 

XXXVIII.) 

Raise hands those who have seen limestone. Well, I 
see that you all have. I have a piece of marble here, 
which is pure limestone. When limestone is burned in a 
.... kiln, it becomes .... lime. Now is there any differ- 
ence between limestone and lime? George? When 

water is poured on lime it produces a different effect to that 
caused when poured on limestone. James ? . . . . The lime is 

lighter than limestone. Harry ? Lime is softer than 

limestone. Now what is it that makes this change in the 
limestone while in the kiln ? I wish you all to raise hands 
who can tell me what the change is that the limestone 
undergoes when it becomes lime. 

What do you say, Harry? .... The fire dries the water 
out of the limestone. Let us see whether this is so or not, 

Harry. He says that while in the kiln, the heat 

expels the .... water, from the .... limestone, or dries it, 
thus converting it into .... lime, and causing it to become 
much .... lighter. Now, Harry, if this were so, by pour- 
ing more water on the lime, after taking it from the .... 
kiln, we could restore it to its former condition, causing it 
to again become .... limestone. But George said a few 
moments ago that this would not happen. Does lime 
become limestone when water is poured upon it, George ? 



120 ORAL TRAINING LESSONS. [Lesson xliil 

.... No, sir, it crumbles and dissolves, while limestone will 
not do that. Then we have proved that it is not by drying 

out the water, that limestone becomes lime. 

Well, how is it ? As there are no hands up, I will tell you. 
I will always give you facts, but let you draw your own 
conclusions. 

The limestone is found to be composed of two sub- 
stances. The first is that which is taken from the kiln 
after it is burnt. It is the .... lime. The second is a gas. 
It is the same as one of the gases that comes forth in our 

breath. (By a gesture they will understand what 

answer to make here.) It is called carbonic acid gas. 
The first we called lime. Now who can tell me the names 
of the two substances that compose limestone ? Libbie ? 
.... Limestone is composed of lime and carbonic acid. 

By its name you see that this gas is an acid. I will be 
able to tell you better what an acid really is in a future 
lesson. Acids, like vinegar, are distinguished by a sour 
.... taste. This gas, which we called .... carbonic acid 
gas, also has a sour .... taste ; but as it is a gas it is only 
slightly sour. Still, it is an ... . acid. Then the lime with 
which this .... acid, combines, is called the base. So an 
acid is said to combine, or unite with a base. You may 
repeat that, Mary .... An acid is said to combine with a 
base. 

When lime combines with carbonic acid, which is the 
acid, and which the base ? Hands up. Eddie ? . . . . Car- 
bonic acid is the acid, and lime is the base. And what would 
you call the limestone, which is formed of these two ? Let 
me write it. It is called a salt. That which is formed 
of an acid and a base is called . . . . a salt. Limestone, 
then, is .... a salt. 

You have all seen common salt. As its name shows, it 
is .... a salt. Then it must be composed of an acid and 
. . . . a base. Then, is it simple or compound ? Ella ? . . . . 
// is co?7ipound. Now, I will tell you that the acid which 
combines with a . . . . base, to form common .... salt, is 
not properly an acid. But it takes the place of an acid, 
and therefore we will call it an ... . acid. It is called 
chlorine, and the base is called sodium. The chemical 



Lessohxliv.] ORAL TRAINING LESSONS. 121 

name of salt is chloride of sodium. This is the best 

name, for it shows the name of the acid and also the base. 

Now for a rapid review. The acid of common salt is 

.... chlorine, and the base is ... . sodium ; the salt which 

they form is chloride of sodium, which is another 

name for ... . common salt. Limestone is also a . . . . salt, 
although it does not dissolve like common .... salt. In 
it the acid is ... . carbonic acid, which is a kind of ... . 

gas ; and lime is the base. And, generally, we say 

that an acid combines with . . . . a base, to form . . . . a salt. 
Who will repeat this ? George ? . . . . An acid combines with 
a base to form a salt. 



LESSON XLIV. 

HISTORY : FIVE GREAT NATIONS OF ANTIQUITY. 

I suppose that you all know that the oldest history that 
we have is contained in the Bible. This book tells us of 
the oldest nation of which we have any .... history. It 
was a great nation, and had very powerful kings. It con- 
tained some immense cities, so we are told in ... . the Bible, 
where we find its history. But they have been des- 
troyed, and no longer .... exist. Not even their ruins are 
to be ... . seen. They have been buried beneath the sods 

of ages. The people of this nation, are no longer 

known as a nation, and perhaps do not exist at all. What 
nation was this ? The oldest nation of which we read in 
the Bible ? Hands up. 

I see that no one can tell me. All listen attentively. It 
was the Babylonian nation. Or, simply, Babylon. It 
also had another name. Assyria. The first name I gave 

you, all answer Babylon, or, the other .... Assyria. 

It was in that part of the world which is called Asia Minor. 
Do you remember the names of any of its cities ? George ? 
.... Babylon was one. Yes, and another was Nineveh. 



122 ORAL TRAINING LESSONS. [Lesson xliv. 

Babylon and .... Nineveh, were the two largest .... cities, 

in the kingdom of Babylon, or ... . Assyria. This 

was the oldest nation of which we ... . have any history. 

At length this kingdom was overthrown by another that 

was also very powerful. It has likewise ceased to 

exist. It was the Persian kingdom. Let me hear it from 

all The Persian kingdom. What about it, Alice ? 

. ... It was the second kingdom of antiquity. Did I say so ? 

.... No, sir. Well, George ? You said it conquered 

the Babylonian kingdom. Very well. Now I will tell you 
that before it arose to power and eminence, another nation 
had arisen in the northern part of Africa, in this country 
.... Egypt. (Point to it on the map.) What would you 
call the name of this kingdom ? Hands up. Frank ?.'... 
It would be called the Egyptian kingdom. Right. I will 
also place this on our blackboard. Egyptian. This was 
the second .... kingdom. 

First, .... the Babylonian ; 2d, ... . the Egyptian; and 
3d, .... the Persian, which conquered .... the Babylonian 

kingdom. The first and third were in Asia ; the 

second .... was in Africa. 

Then there were still two others. They were both in . . . . 
Europe. (Pointing to it.) One was in this country. . . . 
Greece. What will we call it ? . . . . Emma 1 ..... It is the 
Grecian kingdom, or ... . nation. It had a great king, who 
conquered all the rest of the world, and then cried because 

there was nothing more to conquer. His name was 

Alexander the Great. Well, Sam, I see your hand up. 
i . . . . Did he conquer the United States ? No, Sam, he did 
not. The people of our country came from .... Europe, 
since the discovery of ... . America. But Alexander lived 
many hundreds of years before this. He conquered all the 
world that was then .... known, which was only portions 
of the eastern .... continent. Each of these .... kingdoms, 
in its turn, conquered the rest of ... . the world. 

After some time another nation arose which conquered 
the .... Grecian nation, as well as the rest of ... . Europe. 
It received its name from the city that was the capital of 
the empire, this city .... Rome. Hence it was called the 
,. Roman nation. Let me write it with the others. 



Lesson xlv.] ORAL TRAINING LESSONS. 1 23 

Roman. It was during the existence of the Roman empire 
that our Saviour was born. Christ was born in a country 
that belonged, as all others did, to ... . Rome. He was 
born in ... . Palestine. The Roman empire was so power- 
ful that Rome was called "The Mistress of the World." 
Let me see how many will remember this quotation from a 
celebrated poet : 

"Where Rome, the Mistress of the World, 
Of yore, her eagle wings unfurl'd.,' 

What do you think, Sam, is meant by " unfurling her 
eagle wings ?".... I suppose they had an eagle, as we have, 
for a national emblem. That is correct. 

Now let us recapitulate. The first of these five .... 

kingdoms, of antiquity, was .... the Babylonian ; 2d, 

.... the Egyptian ; 3d, .... the Persian, which conquered 
. . . . the Babylonian ; 4th, .... the Grecian; 5th, ... . the 
Roman. The Babylonian was also called .... the Assyr- 
ian. One of the kings of the Grecian kingdom was .... 
Alexander the Great. And it was during the time of the 
Roman .... kingdom, that Christ .... was bom. 



LESSON XLV. 

MANUFACTURES — BROCADED SILK ; JACQUARD LOOM. 

The materials used for producing cloth, (See Lesson 
xli.) are derived both from the vegetable and animal king- 
doms. Those derived from the latter, the .... animal king- 
dom, are the most important. Perhaps the most valuable 
is the one of which we will speak to-day, Silk. 

Of the countries of Europe the most noted in the produc- 
tion of silk fabrics is the one to which I now point 

France. In the south of ... . France, mulberry bushes, on 

whose leaves the silk-worms feed, grow abundantly, 

and the climate is neither too cold nor . ... too warm, for 
raising the silkworms themselves, or for producing the 



124 ORAL TRAINING LESSONS. [Lesson xlv. 

finest quality of silk. Just at this point, where the 

Saone flows into .... the Rhone, which you would call their 
.... confluence, is situated the city of ... . Lyons. Repeat 
that, Harry. (He repeats.) Raise hands all who can. 
The two whose hands are not raised, Angus and Emma, 
will remain at recess, when I will assist them to prepare 
this statement upon their slates. All repeat together .... 
Lyons is at the co?ifluence of the Rhone with the Saone. It is 

in the southern part of France. This city was the 

most celebrated in all Europe for a very long . . . .period, for 
the production and .... manufacture, of ... . silk. Kate, 
you may now state all about Lyons. 

The particular kind of silk made there was known as 
brocaded silk. Let me hear these two words from all 
.... Brocaded silk. Raise hands all who know what bro- 
caded silk is. Hattie t .... It has flowers on it. Painted 
on ? .... I do not know, sir. Does any one know ? I will 
tell you. It has the appearance of having flowers and 
other patterns, or designs, in relief, or raised upon its 
surface, while it is really perfectly smooth. You may 
repeat this, George. (He does so.) 

Brocaded silk was formerly exceedingly difficult to ... . 
make, or ... . manufacture. The loom in which it was .... 
made, was very imperfect. Those parts called treadles, 
which are usually moved by ... . the feet, had to be opera- 
ted by children. This was a very unfortunate thing for 
these. . . . children, both physically and intellectually, that is 
both for their bodies and .... minds ; for they could not 
attend .... school, having to work all ... . day, and some 
two or three being required for each .... loom. But this 
was not all. From being in this position all ... . day, the 
chest became .... cojitracted, or ... . drawn together, which 
induced disease that ended in ... . death. No silk-weaver, 
for this very reason, lived over thirty-six or forty years. 
This was a very sad thing. The children, you see, would 

grow up with weak, sickly bodies, and undeveloped 

and ignorant .... minds. 

At length the Emperor proposed to bestow a great 
reward upon any one who would invent a . . . . loom, that 
would not require the .... children's labor. Several men 



Lesson xlvi.] ORAL TRAINING LESSONS. 1 25 

went to work on the problem. The successful man was 
Marie Joseph Jacquard. This skilful Frenchman in- 
vented . . . . a loom, such as was .... required. It made 
the finest kind of ... . brocaded silk, and relieved the .... 
children, from their .... labor. 

But we are now about to see the sad effects of ignorance 
upon people, however skilful they may be in the arts. 
These silk-weavers of ... . Lyons, reasoned very falsely 
about the matter. They concluded that it would make 
them much poorer — poor as they were already. They said, 
" If this new .... loom, makes more and better .... silk, 
and does not require the aid of ... . children, it will lower 
the price of ... . silk, and we will starve." And, however 
unaccountable it may appear to us, they actually forcibly 
took Jacquard's .... loom, out of his ... . home, and burnt it 
on the public square. Who can state again what happened 
to the Jacquard loom, and why ? Carrie? (She states it.) 

In a future lesson I will tell you other interesting facts 
about these things, as I have not time in this lesson. But 
before we close, let us review. Of the materials used for 
.... weaving, that are derived from the animal .... king- 
dom, perhaps the most expensive is ... . silk. Of the cities 

of Em-ope, that most .... celebrated, for the 

manufacture, of ... . brocaded silk, was .... Lyons, at the 
.... conflittnce, of ... . the Rhone and Saonc, in southern 
.... France. Here a loom was .... invented, by a man 
named .... jacquard, and called from him the .... jac- 
quard loom, which obviated the necessity of employing 
children. But by the ignorance of the silk- 
weavers, the first Jacquard loom was forcibly taken and 
.... burnt. 



-0- 



LESSON XLVI. 

ASTRONOMY THE SOLAR SYSTEM : ASTEROIDS : ORBITS. 

The sun and the planets that revolve .... round it, are 
called by a name which I will place on the blackboard. 



126 ORAL TRAINING LESSONS. [Lesson xlvi. 

The Solar System. Let me hear it from all ... . The 
Solar System. Solar means " belonging to the sun," and 

this system, of worlds is called the Solar system, 

because they .... revolve round the Sun. The planet on 
which we ... . live, is called .... the Earth. Between it 
and the Sun are .... two planets, the first of which is ... . 
Mercury, and the second .... Venus. (See Lesson xxiv. 
and xxviii.) They are at a less distance from .... the 
Sun, than .... the Earth, and are therefore called .... 
inferior planets. 

Then after passing the Earth, we find those that are 
called .... superior. The first of them, which is fourth in 
order from .... the Sun, is called .... Mars ; the fifth 
is ... . Jupiter — it is the largest of the . . . .planets ; sixth 
is ... . Saturn ; seventh .... Herschel, which was called 
after its ... . discoverer ; and the eighth, which is the last 
of the .... planets, is ... . Neptune. 

Now I suppose that you imagine that these planets are 
all at regular distances from each other. And those who 
think so are correct. Their distances apart are regulated 
by a fixed law. The distance gradually increases from 
each planet to the next beyond it. But during the course 
of observation it was found that the distance between Mars 
and the next beyond it, that is ... . Jupiter, was twice as 
great as it should be to conform to this law. But no 
astronomer was able for a long time to find in this space 
any .... planet. But at last an astronomer named Piazza 
discovered a very small . . . .planet, in this region. It was 
so small that it excited much curiosity. Consequently 
observers were all on the look-out, and in another year, 
another astronomer named Olbers discovered another. 
Then was found two .... others. In a few years, a great 
number were found, all in this space between .... Mars 
and jfupiter. We now know of above one hundred of these 
small planets'. They are called asteroids. I wish to 
hear this word from all ... . Asteroids. The asteroids 
revolve round the .... Sun, as the other . . . .planets do, 
and as we have just said are found between .... Mars and 
Jupiter. 

Now, does it not seem strange to see so many very small 



Lesson xlvi.] ORAL TRAINING LESSONS. 12J 

planets where there should only be one ? How do you ac- 
count for this? Well, Sam, what have you to say? .... 
Perhaps it was only one planet once, and was blown to pieces. 
Well done, Sam. That is what the most celebrated astron- 
omers think. I will tell you that some of these planets 
which are called .... asteroids, are so small that a man 
could jump up to a distance of sixty feet from the surface, 
if he could stand on one of them ? On our earth, the at- 
traction of gravitation (See Lesson xxxvn.) is so . . 

powerful, that a man could not jump up more than two or 
three . . . .feet, from .... the ground. But there are asteroids 
so ... . small, that the attraction of ... . gravitation, on them 
becomes very slight. It becomes so ... . slight, that we 

could jump up sixty feet, from the ground. A 

western farmer could almost cultivate the whole surface of 
one of them if there is a proportionate amount of water sur- 
face to that which we have on ... . the earth. 

The last point to which I call attention is this : When a 
ship sails through the water do you think she leaves such 
a track behind her that another could follow her next day ? 
.... No, sir. She leaves no ... . track, or ... . path. So. 
you have heard of the " trackless ocean." Now, do you 
think that a planet leaves any path as it revolves round the 
Sun ? . . . . No, sir. But you can imagine one. And the 
imaginary path which a planet follows in revolving round 
.... the Sun, is called its .... ? It is its orbit. What is 

the orbit of a planet, Bessie ? A planet's orbit is the 

imaginary path that it makes in going round the Sun. 

Now let us review. Between .... Mars and Jupiter, we 

find a greater distance, than that which we would 

expect, judging from the distance of the other planets. 

In this .... space, we find a number of small .... planets, 
called .... asteroids. They number nearly .... one hun- 
dred. They are supposed to be fragments of a larger .... 
planet, which has been .... blown to pieces. We have also 
noticed that the imaginary .... path, of .... a planet, in 

its ... . revolution, round .... the Sun, is called its 

orbit. 



128 ORAL TRAINING LESSONS. [Lesson xltii, 

LESSON XLVII. 

THE ARTS : REDUCTION OF METALS FROM THEIR ORES. 

You can all doubtless tell me the name which is given to 
such substances as iron, copper, tin, lead, zinc, etc. Raise 
hands all who know it. Annie ? . . . . Metals. What about 
them ? . . . . Iron, copper, tin, lead and zinc, are called metals. 
Who can mention others ? Henry ? . . . . Brass is a metal. 

Well, it is a combination of several metals. Kate ? 

.... Silver and gold are metals. Yes. George ? . . . . Quick- 
silver is a metal. Is it in any way different to the others ? 
.... Yes, sir ; it is a liquid metal. 

Now can any one tell me where we obtain metals ? Are 
they in the form of metals when they are found ? . . . . They 
are found in the ground. Yes, that is true, but do people 
find iron all ready made for use ? I see you cannot now 
tell. Let us investigate the matter from what you already 
know. When we allow a piece of steel or iron, such as an 
axe or a saw, to remain outside exposed to the weather for 
several weeks, we find it at last all covered over with what 

we call rust. Repeat this, Eugene. (He repeats.) Now, 

what is rust ? Hands up. Does no one know ? You know 

the name of the principal gas in the atmosphere. It is 

oxygen. In explaining the nature of flame (See Lesson xxi.) 
we said that fire is caused by the .... union, or ... . com- 
bination, of this .... oxygen, with the substance which .... 
burns. Now, rusting of metals is a species of burning. 
The metal combines with .... oxygen, and forms what we 
call .... rust. Then rust is merely some metal combined 
with .... oxygen. Willie, you may now state to the school 
what iron rust is ... . Iron rust is iron combined with oxy- 
gen. Bessie, what is zinc rust ? . . . . Zinc rust is zinc un- 
billed with oxygen. (Ask for other similar cases.) 

Now I will inform you that iron and the other useful .... 
metals, are always found in this .... condition, or ... . state; 
that is, combined with .... oxygen, or some similar .... 
substance. When the iron is in combination with oxygen 
it is called oxide of iron. What would you call lead and 



Lesson XLvn.] ORAL TRAINING LESSONS. 1 29 

oxygen in combination ? George ? . . . . Lead and oxygen 
would form oxide of lead. And so it would also be with 
other . . . . metals. 

Well, the iron, zinc, lead and other .... metals, having 
been exposed to the weather, and especially exposed to 

the oxygen, have all changed to rust, or ? 

The other word that I just now wrote on the board was .... 
oxide. We mean by this, Harry, that these metals .... 
have combined with oxygen. But we sometimes find them 

combined with other substances, such as carbonic 

acid. This gas, when combined with iron, forms carbo- 
nate of iron, which is very much like oxide of iron. 
(Ask for this statement.) 

I will now try whether you can answer another question. 
If I were to find a quantity of oxide of iron somewhere on 
the ground, how could I contrive to extract the iron from 
the rust ? You tell me that the rust consists of ... . iron and 
oxygen. Now how could I expel the oxygen and retain the 
iron? Well, Eddie ? . . . . By heating it. Bnt I will inform 
you, Eddie, that heating it, alone, no matter how strongly, 
would not do. This would only tend to keep it more firmly 
in the condition of rust. When a blacksmith heats a piece 
of iron until it becomes .... red, or even .... white, small 
scales of this substance .... rust, continually drop off while 
he hammers it. While the iron is ... . hot, it very readily 
combines with .... oxygen, of the .... air. The hotter it 
is, the more readily will it ... . combine. Now if we keep 
on making the rust hotter, do you think it would ever 
change back to iron ? . . . . No, sir. No, because this is 
the very best means of changing the iron into .... rust ; 
and if even a particle were to become iron again, in the 

intense heat, it would immediately again combine 

with .... oxygen, and form .... rust. But it could not, 
under these conditions, change back again into .... iron. 

Now what do you think of this, Eddie ? It is quite evi- 
dent that this will not do. Your answer, however, 

was good, as it indicated attention. Has any one a differ- 
ent view ? Well, I will allow you all to investigate this 
until we have another lesson on the subject. (Here review 
the former part of the lesson.) 



130 ORAL TRAINING LESSONS. [Lesson xlthi. 

LESSON XLVIII. 

NATURAL SCIENCE : TRADE WINDS. 

We stated in our lesson on wind (See Lesson xxv.) that 
it is caused in the following way : The air at the earth's 
.... surface, becomes .... heated, and consequently .... 
expanded. When expanded, since it occupies more .... 
space, it becomes much .... lighter, and therefore .... 
rises ; at the same time the surrounding .... air, rushes in 
to ... . supply its place. (Use gestures here.) 

Now, from what you know of climate, where would you 

expect this cause to affect the air most ? George ? 

At the Equator it would affect it most. Correct. Those 
countries that lie between the Tropics of Cancer and .... 
Capricorn, are called .... intertropical. In intertropical 

countries, the heated air is continually rising, to 

the upper regions of the .... atmosphere. 

Now, all may raise hands who can tell me how its place 
is supplied. Willard ? . . . . The cooler air of the temperate 
regions rushes in and takes the place of that which ascends. 
Very good. We can now pass on to our next point. 

One of the earth's motions is round its own .... axis. 
It rotates on its ... . axis, once in ... . twenty-four hours. 
Now I want you to listen carefully to my next question. 
(If you have a globe, illustrate it.) If we take one point 
anywhere at the Equator, and a second point say one mile 
from the North Pole, which point moves the faster of the 
two ? Angus ? Be careful how you answer ? . . . . The first 
point moves the -more 'rapidly. Why do you think so, Angus ? 
Never make a statement unless you have a reason for it. 
.... The first point goes 25,000 miles in 24 hours, while the 
second one goes only about three miles in the same time ; there- 
fore the first must move more rapidly. Then you would 
conclude that the farther we go from the Equator, the 

more slowly, does each point move. Bessie, 

repeat this. (She does so.) 

And, in the next place, since the air moves around with 
the land or water on which it ... . rests, the particles of air 



Lesson xlviii.] ORAL TRAINING LESSONS. 131 

towards the poles will move more slowly than those near 

the Equator. For this reason, the air which rushes 

in from the temperate regions, when it comes near the .... 
Equator, must be left .... behind. People living near the 
.... Equator, therefore, would find the air moving back 

in a direction opposite to that in which the earth is 

rotating. 

Who can tell me the direction in which the earth rotates ? 
I will tell you. It rotates from West to East. The sun 
appears to move from .... East to West, on account of 
the earth's motion being . . . .from West to East. A point, 
then, at the equator, moves towards .... the East ; and if 

the air coming from .... the temperate regions, is left 

behind, it will be moving over the surface, apparently, from 
East to West. Or, a man at the .... Equator, would say 
that the wind was blowing from .... the East. This wind, 
at the equator, blowing from .... East to West, receives 
the name of trade wind. It probably receives this name 
because it is so advantageous to ... . trade, or com- 
merce. (Now call on different individuals to state what 
trade winds are, where they blow, and their causes.) 

In consequence of these .... trade winds, which blow 
from .... East to West, in the regions on each side of ... . 
the Equator, a ship leaving this city in Mexico, called .... 
Acapulco (point it out on the map of the World,) can sail 

completely across the Pacific Ocean, to the continent 

of . . . . Asia, with a fair wind all the way. Well, Sam, I 
see your hand raised, what is it ? . . . ./can't see how the 
ship can get back again, if it is ahuays blowing from East to 
West. Well, this shows me that we have one boy, at least, 
who thinks. Can any one tell Sam how the ship would 
return ? As there are no hands raised I will tell you, Sam. 
The navigator is aware of the fact that at some distance 

north of the Tropic of Cancer (point to it), these 

winds, which we call .... trade winds, do not prevail, or do 

not blow. Other variable winds blow here, and 

ships returning to ... . America, do not sail in the region 
of the .... trade winds, but return by sailing farther . . . . 
North. 

We will continue our lesson on Winds at some other 



132 ORAL TRAINING LESSONS. [Lesson xlix. 

time, and will then find some strange and interesting facts. 
We will now review our lesson. (Here rapidly review.) 



LESSON XLIX. 

CHEMISTRY : GENERATION OF CARBONIC ACID. 

You are all satisfied that those who do not give theii 

best attention, cannot learn, or answer. 

Then you may all prepare to give your attention by sitting 
in the proper .... position, and looking this .... way. 

Raise hands all who can remember how we proved that 
wood is made of various kinds of matter. Robbie ? . . . . 
We proved it by analysis. Right. We analyzed the .... 
wood, by means of ... . heat ; that is, we separated it into 
the different .... substances, of which it is ... . composed, 
or ... . made up. We proved in this way that it is ... . 
compound. 

We also referred in the same lesson (See Lesson xliii.) 
to limestone. Those who remember whether it is simple 
or compound may raise hands. Sarah ? . . . . Compound. 
At first you thought it was .... simple, or made up of only 
.... one kind of matter. I told you, however, that it is ... . 
compound. We will now describe it. 

Raise hands all who have ever seen lime. How is it 
made ? Angus ? . . . . Limestone is burned in a kiln for some 
hours, and when taken out is found to be lime. Your answer 
is good. Now I wish to ask you what changes the lime- 
stone to lime ? . . . . T7ie heat. How ? Do you remember 
our lesson on Acids, Bases and Salts ? (See Lesson xliii.) 
Henry ? . . . . By driving off th e carbonic acid into the air. 
Yes, limestone is composed of two .... substances, which 
are .... lime and carbonic acid gas. And by heating it in 
a . . . . kiln, the carbonic acid gas is ... . driven off, or ... . 
expelled, and therefore nothing but the lime .... remains 
in the kiln. 



Lesson xlix.] ORAL TRAINING LESSONS. 133 

I am now prepared to show you another mode of pro- 
ducing this gas from limestone. The lime, you say, is 
combined or ... . united, with the .... carbonic acid. They 
like each other, apparently, very .... much; or they are 
said to have a very strong affinity for each other. Re- 
peat my statement, Ella ? . . . . Lime and carbonic acid have 
a strong affinity for each other. Now, if I can place with 
limestone some substance which likes the lime better than 
it is liked by the .... carbonic acid, with which it is already 
.... combined ; we repeat, if we can find some other .... 
substance, that has more or greater . . . . ? What word did I 

use just now ? Here we have it on the blackboard 

affinity, for the .... lime, than .... the carbonic acid has, 
this substance, you would expect, would instantly unite or 
.... combine, with the .... lime, and allow the .... car- 
bonic acid, to ... . escape, or ... . go free. 

Let us further illustrate. Charlie and Harry are firm 
and steadfast friends. They are always in company. On 
some fine day they walk down the street. As they pass a 
certain point, Frank, one of Charlie's old friends, whom he 
knew in the East ten years before, is observed coming up 
the other side of ... . the street. Now raise hands those 
who think they know what would happen. John ? . . . . 
Charlie would leave Harry, and run over to meet Frank. 
Very good. And now let us make our statement again 

about the limestone. It consists of ... . lime, and 

carbonic acid ; if, however, we introduce some other .... 
substance, which the lime prefers to the .... carbonic acid, 
at once the lime leaves the .... carbonic acid, to unite with 
this new .... substance, and the carbonic acid being a gas, 
escapes into .... the air. The new substance introduced 
I will here tell you, is called Hydrochloric acid. James, 
you may now describe this process again. (He does so. 
Do not leave it till all can.) 

(Procure a glass jar with a neck from one to two inches 
in diameter. Fit a cork to the neck. Perforate the cork, 
and pass through it a glass tube that exactly fits in the ori- 
fice. Bend the tube in the flame of a spirit lamp so as to 
make it lead downwards. Now place some pieces of lime- 
stone, or marble, in the jar, and pour upon it about a table- 



134 ORAL TRAINING LESSONS. [Lesson l. 

spoonful of hydrochloric acid diluted with twice as much 
water. Then insert the cork and tube. The carbonic acid, 
after all the common air in the glass is expelled, will issue 
abundantly. It is so heavy that it can be collected in glass 
or other vessels, such as tumblers, at the extremity of the 
tube. It can even be poured from one glass to another. 
A candle-flame may be extinguished by pouring it gently 
from a glass upon the flame. A lighted candle attached to 
a wire and lowered into a glass of carbonic acid is immedi- 
ately extinguished.) 

Now let us revise. We have just described another pro- 
cess for generating or ... . producing, the gas which is con- 
tained in ... . limestone, which is ... . carbonic acid. We in- 
troduce some substance, which likes the lime, 

better than .... the carbonic acid does. This substance is 
.... hydrochloric acid. It combines with the .... lime, 

and allows the carbonic acid to escape ; it passes out 

through this bent ... . tube. 



LESSON L. 

NATURAL SCIENCE — LIGHT AND HEAT : REFRACTION, 
REFLECTION AND ABSORPTION. 

You will all remember that we named three things in 
Nature that are considered to have no weight. They are 

said to be imponderable. What are they ? Harry ? 

Light, Heat, and Electricity. (See Lesson xxix.) 

What about them ? Annie ? . . . . They are the three impon- 
derable bodies of JVature. Raise hands all who will make 
the complete statement. Ella? (She makes it.) 

Now our principal source of light and heat is the 

sun. The sun sends off or emits, its light and 

heat, in straight lines called .... rays. The word which 

means " to send off in rays "is radiate. Frank, you 

may state this again .... The sun radiates its light and heat. 



Lesson l.] ORAL TRAINING LESSONS. 135 

We are now prepared to extend this subject further. 
When the rays of ... . light, or ... . heat, pass off from any 
source such as ... . the sun, you can see that they will pro- 
ceed in their course until they are interrupted. Repeat 
this, Eddie. (He repeats.) Well, in what ways may they 
be interrupted ? I will tell you. They are interrupted by 

meeting objects. When a ray meets an object, it is 

interrupted, that is, its progress is interfered with. 

This is done in three different ways that we will now pro- 
ceed to consider. 

When a ray of light or heat comes in contact with any 
object, three things may happen to it. What are they? 
All think carefully. Let me direct your thoughts. When 

the rays of light from a lamp-flame strike the glass 

chimney, what becomes of them ? Do they stop there ? . . . . 
No, sir. They pass through. Do they pass through any- ' 
thing besides the glass? Sam ? . . . . They pass through the 
air. That is correct. We have now taken one step. 
There is a name given to a substance that will allow rays 
to pass through it. Raise hands those who can give it. I 
will write it. It is called a medium. What is a medium ? 
George ? (He states it.) 

The air, then, is .... a medium, for the rays of . . . . light 

or heat. So also is glass ; that is, these substances 

allow rays to ... . pass through them. Do you know of any 
others ? Fannie ? .... Is water a medium I I will ask all 
who think it is to raise hands. Can you see through water ? 

I see nearly all hands raised. Water is a medium. 

Now, water is thinner than glass, and air is thinner than 

water. Then if air is thinner than water, the water, 

when compared with the air, is more . . . . ? When speak- 
ing of the air, we said that in the upper regions it is very 
.... rare, and at the earth's surface it is ... . dense. We 
now wish to use these two words. Air is thinner or ... . 

rarer, than water ; and the water would be, on the 

other hand, more .... dense than air. Of the three, glass, 

water, and air, the glass is densest, and the air ... . 

the rarest. 

Now I will tell you that when a ray passes from a rare 
medium, into a dense one, it is bent towards 



I36 ORAL TRAINING LESSONS. [Lesson l. 

the dense one. But the word that is used instead of 
bent is refracted. The rays are .... refracted, or ... . 

befit, towards the dense medium, when they pass into 

it from a . . . . rarer one. And this bending of the rays is 
called refraction. Emily you may now tell me what 
refraction means. 

But a piece of iron would not be a medium ; it 

would not allow the rays to pass through it. What 

then would become of them ? When a rubber ball is 

thrown against a hard surface it rebounds. Well, 

Frank ? The rays would rebound. Well, this is one 

thing that might happen. And I will tell you that this is 
called reflection. When the rays strike a surface, they 
are sometimes .... reflected. Reuben, repeat this. (He 
repeats). 

Still another effect. When a ball is thrown against a 
surface of water or mud, what then ? Does it rebound ? 
.... No, sir. What happens when water is placed about 
a sponge ? Ella ? . . . . The sponge absorbs the water. Very 
good. Ella has just used the word we want. I am now 
writing the word. Absorption. Sometimes when rays 
strike an ... . object, they are .... absorbed, and this ab- 
sorbing of the rays is called .... absorption. A substance 
which is black, for instance, absorbs more heat than one 
which is ... . white. Thus, in summer, it is more comfort- 
able to wear .... white clothes, than .... black. 

All now answer rapidly. When rays of light or 

heat, meet an ... . object, they are either allowed to 

pass through, or are .... reflected, or absorbed. The 

substance which allows them .... to pass through, is called 

a medium. And when they pass from one 

medium, into .... another, they are said to be ... . refracted. 

All may repeat these three words. 1st, Refraction ; 

2d, ... . Reflection; and 3d, ... . Absorption. 



INDEX. 



Absorption of Oxygen 63 

Absorption of Light 136 

Acids, Bases and Salts n9 

Adaptation 4 

Afferent Nerves. 48 

Affinity, Chemical 1 19, 129 

Aids for Memory . . 40 

Air, rises when heated 75 

Ajaccio 116 

America discovered, how 17 

Analysis 107 

Apparent Motion 26 

Art and Science 92, no 

Arteries 61, no 

Arterial Blood 78 

Association 40 

Asteroids 125 

Astronomy 25, 71, 82, 92, 102, 125 

Attraction 41, 100 

Auricles of Heart 66 

Axis of Earth 27, 49 

Babylonian Nation 121 

Bases 119 

Black Hole of Calcutta 65 

Boiling Water, temperature of 68 

Brocaded Silk 123 

Camel, its stomach . . . 99 

Capillary vessels 62 

Carbonic Acid of breath 78, 120 

Carbonic Acid, how generated. ... 120, 134 

Card experiment 109 

Carpus 56 

Chemical Combination 44 

Chemical Action a source of Heat 45 

Chemistry 35, 63, 105, 119, 132 

Chlorine and Chlorides 120 

Circulation of Blood discovered 60 

Circulatory System 6i, 66 

Circumnavigation 16 

Clavicle 57 

Claws of Cat — Sheaths 14 

Climate 9, 52 

Columbus' discovery 17 

Combustion 45, 85 

Compartments of Heart 67 

Complicated 90 

Composition of Air 63 

Compressed . . 24 

Compressibility of Air 95 

Compound Bodies 107 



Condensation 35 

Conduction of Heat 80 

Congeal 35 

Contract 42, 47 

Convection of Heat 8 1 

Corpuscules or Globules 60 

Degrees in a Circle 50 

Dense 24 

Detract 43 

Dewdrops are round 104 

Dilute 37 

Discs, Globules of Blood are 61 

Displace 101 

Distance from Equator a cause of 

Climate 53 

Distract 42 

Double ... 90 

Down, what it Means 103 

Earth appears Flat 15 

Earth's globular Form 17 

Effects, judging from 31 

Efferent Nerves 47 

Egyptian Nation 122 

Elasticity of Air 95 

Electricity a source of Heat . . 46 

Electricity a source of Light 86 

Elements of Climate 10 

Elevation above sea level 53 

Emission of Light 21 

Equator, where drawn 49 

Evaporation 34, 68 

Expansion by Heat 21, 74 

Expansibility of Air 94 

Expended, Heat how 69 

Experiments, use 40 

Explicit 90 

Extremes of Temperature n 

Eyes of Cat 13 

Fabrics 115 

Feeling, the third sense 30 

Feet of the Cat 13 

Femur, Femora 55 

Ferdinand and Isabella 9 

Fibula.. 55 

Friction, a source of Heat 45 

Functions of Organs 18 

Gaseous Form 34 

Gay Lusac's Experiment 70 

Globular Form 17 

Globules of Blood 61 



138 



IJSJDEX. 



Gravitation 104 

Grecian Nation 122 

Habit 13 

Height of Atmosphere 23 

Herschel 83 

History 116, 121 

Humerus 56 

Imply go 

Implicated 90 

Imponderable 85 

Inclination of Earth's Axis 49 

Inertia 109 

Inferior Planets 73 

Inorganic Bodies 59i Ix 5 

Interest cultivates Memory 39 

Intertropical Countries 52 

Invisibility of Air 94 

Iron vessels float 100 

Jacquard Loom and Silk 125 

Jupiter, a god 82 

Ligaments 55 

Light— Rapid Motion 84 

Limestone, its Composition 120, 133 

Liquid Form of Matter 22, 33 

Lungs and Respiration 67 

Luxuries of Life 96 

Lyons and Silk Weaving 124 

Mars, a god 82 

Matter, its forms 33 

Mechanical properties of Air 22, 30, 36 

Medium of Light or Heat 135 

Memory, a Faculty ..... 38 

Mercury, a god 72 

Meta, beyond -. 56 

Metacarpus 56 

Metals, how obtained 128 

Metatarsus 56 

Moisture 10 

Motion ... -, 109 

Motion of the Earth 25, 49 

Moon is a Planet 71 

Multiply • 89 

Napoleon's birth-place 116 

Necessaries of Life 97 

Neptune, a god 83 

Nerves carry sensations, etc 29 

Nitrogen of Air — Use 37, 63 

Orbits of Planets 127 

Organs of Human body 18, 19, 20, 58 

Organic Bodies 58, 115 

Oxide of Iron 128 

Oxygen absorbed by blood 79 

Oxygen of Air. 36, 63, 108 

Passage to India. 16 

Passage westward across Pacific 131 

Perceives 3° 

Percussion a source of Heat 45 

Persian Nation 122 

Phalanges 56 

" Pillars " of the Earth 15 

Planets 68, 82, 126 

Pressure of Atmosphere 23 

Prevailing Winds 10 



Prey of Animals 13 

Proportion of Gases in Air 37 

Protract 43 

Proximity of Land or Water a cause 

of Climate 54 

Radiation of Light and Heat 97, 134 

Radius 56 

Rare 24 

Reflection 136 

Refraction 136 

Reply 90 

Respiration 76 

Rest 109 

Retract 42 

Revolutionary Motion 26 

Roman Nation 122 

Roots — Traho 41 

Roots— Plico 89 

Rotatory Motion 27 

Salts, how formed 1 20 

Salubrious Climate n 

Saturn's Rings 83 

Scapula 57 

Science and Art 92, no 

Sensations 28 

Senses of the Body 28 

Sight, the first Sense 28 

Silk Weaving 123 

Simple 91 

Simple Bodies 107 

Smelling, the fourth Sense 30 

Sodium, Chloride of 121 

Solar System 71, 82 

Solid Form of Matter 33 

Solid Liquid and Gaseous Forms 22 

Sounds, how produced 87 

Sternum 57 

Subtract 42 

Superior Planets 73, 82 

Tarsus 56 

Taste, fifth Sense 30 

Teaching and Training 100 

Tears are Globes 104 

Teeth of Cat 13 

Temperature, high or low 9 

Termination, Terminus 41 

Textile Fabrics 115 

Thirty-two feet Column 32 

Tibia. , 55 

Toulon 117 

Trade Winds 130 

Triple . . 90 

Tropics of Cancer and Capricorn 51 

Vapor, produced by Heat 70 

Variable Winds 75 

Veins 6r 

Ventricles of Heart 66 

Venus, a goddess 72 

Venous Blood 78 

Vertebrae of backbone 55 

Vibration 87 

Weight of Air 23, 94 

Wind 74, 130 



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which every one is familiar, and which fairly represent the whole : 



PARKER & WATSON'S Readers, &c. 
DAVIES' Course of Mathematics, 
WILLARD'S Course of History. 
PECK'S GANOT'S Natural Philosophy. 
STEELE'S 14 Weeks in each Science 
JARVIS' Physiology and Health. 
WOOD'S Text-Books in Botany. 
SMITH'S Orthography and Etymology. 
BOND'S Course in English Literature.' 

THE SCHOOL-TEACHER'S LIBRARY, Twenty-five Volumes 



MONTEITH'S & McNALLY'S Geog'i. 
CLARK'S Diagram English Grammar 
BEERS' System of Penmanship. 
ANDREWS & STODDARD'S Latin. 
CROSBY'S Greek Series. 
WORMAN'S German Series. 
PUJOL'S French Class-Book. 
SEARING'S Virgil. 
CHAMPLIN'S Political Economy. 



Who would know more of this unrivaled Series should consult for details, 
1. THE DESCRIPTIVE CATALOGUE- free to Teachers: others, 5 cents. 
g. THE ILLUSTRATED EDUCATIONAL JBULLJETIIT— Periodical 

organ of the Publishers. Full of instruction for Teachers. Subscription, 10 
cents. Sample free. 

TER1VIS OF EXASVHJJATIGH. — We propose to supply any teacher who desires to 
examine text-books, with a view to introduction, if approved, with sample copies, on 
receipt of one-half the price annexed (in Catalogue), and the books will be sent by 
mail or express without expense to the purchaser. Books marked thus (*) are ex- 
cepted from this offer. 

TERrVSS 07 INTRODUCTION.— The Publishers are prepared to make special and 
very favorable terms for first introduction of any of the National Series, and will 
furnish the reduced inti oduciory price-list to teachers whose application presents evi- 
dence of good faith. 

Teachers desiring to avail themselves of any of the privileges of the profession, it 
not known to the Publishers, should mention the name of one or more of their Trus. 
tees or Patrons, as pledge of good faith. 

For further information, address the Publishers. 



JhE JM/TIONyVL SgF^JJEJS Of l^E^DE^. 



COMPLETE IN TWO INDEPENDENT <PAP{TS. 



/3Spp., 


?6mo, 


38 


334 PP; 


f6mo, 


63 


3SS pp., 


13mo, 


1 OO 


4S3 pp., 


13 mo, 


1 50 


600 pp., 


73mo, 


1 88 



I. 
THE NATIONAL READERS. 

By PARKER & WATSON. 

No. 1. — National Primer, 64pp., i6mo, $0 25 

No. 2. — National First Reader, 

No. 3. — National Second Reader, 

No. 4 — National Third Reader, . 

No. 5. — National Fourth Reader, . 

No. 6.— National Fifth Reader, . 

II. 

THE INDEPENDENT READERS. 

By J. MADISON WATSON. 

The Independent First Reader, . 
The Independent Second Reader, 
The Independent Third Reader, . 
The Independent Fourth Reader,. 
The Independent Fifth Reader, . 

III. 

NATIONAL SPELLING BOOKS. 

By J. MADISON WATSON. 

National Elementary Speller, . . . teo pp., 76mo, 25 
National Pronouncing Speller,. . . iss pp., tsmo, 50 



SO pp., /Gmo, 


25 


760 pp., 16mo, 


50 


34.0 pp., 76mo, 


75 


364 pp., ?3mo, 


i 00 


S36 pp., /3mo, 


' 25 



*** The Readers constitute two complete and entirely 
distinct series, either of which are adequate to every 
want of the best schools. The Spellers may accompany 
either Scries. 



National Series of Standard Sckool-23ooks. 

PAEKEE & WATSON'S NATIONAL HEADERS* 



The salient features of these works which have combined to render them so 
popular may Le briefly recapitulated as follows : 

1. THE WORD-BUILDING SYSTEM— This famous progressive method for 
young children originated and was copyrighted with these books. It constitutes 
a process with which the beginner with words of one letter is gradually intro- 
duced to additional lists formed by prefixing or affixing single letters, and is thus 
led almost insensibly to the mastery of the more difficult constructions. This is 
one of the most striking modern improvements in methods of teaching. 

2. TREATMENT OF PRONUNCIATION— The wants of the youngest scholars 
in this department are not overlooked. It may be said that from the first lesson 
the student by this method need never be at a loss for a prompt and accurate ren- 
dering of every word encountered. 

3. ARTICULATION AND ORTHOEPY arc considered of primary importance. 

4. PUNCTUATION is inculcated by a series of interesting reading lescons, the 
simple perusal cf which suffices to fix its principles indelibly upon the mind. 

5. ELOCUTION. Each of the higher Readers (3d, 4th and 5th) contains elabo- 
rate, scholarly, and thoroughly practical treatises on elocution. This feature alone 
has secured for the series many of its warmest friends. 

6. THE SELECTIONS are the crowning glory of the series. Without excep- 
tion it may be said that no volumes of the same size and character contain a col- 
lection so diversified, judicious, and artistic as this. It embraces the choicest 
gems of English literature, so arranged as to afford the reader ample exercise in 
every department of style. So acceptable has the taste of the authors in this de- 
partment proved, not only to the educational public but to the reading community 
at large, that thousands of copies of the Fourth and Fifth Readers have found 
their way into public and private libraries throughout the country, where they are 
in constant use as manuals of literature, for reference as well as perusal. 

7. ARRANGEMENT. The exercises are so arranged as to present constantly 
alternating practice in the different styles of composition, while observing a defi- 
nite plan of progression or gradation throughout the whole. In the higher books 
the articles are placed in formal sections and classified topically, thus concentra- 
ting the interest and inculcating a principle of association likely to prove valu- 
able in subsequent general reading. 

8. NOTES AND BIOGRAPHICAL SKETCHES. These are full and adequate 
to every want. The biographical sketches present in pleasing style the history 
of every author laid under contribution. 

9. ILLUSTRATIONS, These are plentiful, almost profuse, and of the highest 
character of art. They arc found in every volume of the series as far as and in- 
cluding the Third Reader. 

10. THE GRADATION is perfect. Each volume overlaps its companion pre- 
ceding or following in the series, so that the scholar, in passing from one to an- 
other, is only conscious, by the presence of the new book, of the transition. 

11. THE PRICE is reasonable. The National Readers contain more matter 
than any other series in the same number of volumes published. Considering 
their completeness and thoroughness they are much the cheapest in the market. 

12. BINDING. By the use of a material and process known only to themselves, 
in common with all the publications of this house, the National Readers are war- 
ranted to outlast any with which they may be compared — the ratio of relative du- 
rability being in tbair fovof as two to one. 

& 



National Series of Standard Scrwol-'B&oks. 

WATSON'S INDEPENDENT EEADEE8. 



ThlS SeriSS is designed to meet a general demand for smaller and cheaper 
book3 than the National Series proper, and to serve as well for intermediate vol- 
umes of the National Readers in large graded schools requiring more Lookj than 
one ordinary series will supply. 

Beauty. The most casual observer is at once impressed with the unparalleled 
mechanical beauty of the Independent Eeadcrs. The Publishers believe that the 
aesthetic tastes of children may receive no small degree of cultivation from their 
very earliest school books, to say nothing of the importance of making study at- 
tractive by all such artificial aids that are legitimate. In accordance with this 
view, not less than $25,003 was expended in their preparation before publishing, 
with a result which entitles them to be considered " The Perfection of Common 
School Books." 

Selections. They contain, of course, none but entirely new selections. These 
are arranged according to a strictly progressive and novel method of developing 
the elementary sounds in order in the lower numbers, and in all, with a view to 
topics and general literary style. The mind is thus led in fixed channels to profi- 
ciency in every branch of good reading, and the evil results of ' scattering ' as prac- 
tised by most school-book authors, avoided. 

Tll3 Illustration", as may be inferred from what has been said, are elegant 
beyond comparison. They arc profuse in every number of the series from the 
lowest to the highest. This i3 the only series published of which this is true. 

Th.3 Typ3 is semi-phonetic, the invention of Prof. Watson. By it every 
letter having more than one sound is clearly distinguished in all its variations 
without in any way mutilating or disguising the normal form of the letter. 

Elocution is taught by prefatory treatises of constantly advancing grade and 
completeness in each volume, which are illustrated by wood-cuts in the lower 
books, and by black-board diagrams in the higher. Prof. Watson is the first to 
introduce Practical Illustrations and Black-board Diagrams for teaching this 
branch. ■ 

Foo'j J0t3S on every page afford all the incidental instruction which the 
teacher is usually required to impart. Indices of words refer the pupil to the 
place of their first use and definition. The Biographies of Authors and others 
are in every sense excellent. 

Economy. Although the number of pages in each volume is fixed at the 
minimum, for the purpose recited above, the utmost amount of matter available 
without overcrowding is obtained in the space. The pages are much wider and 
larger than those of any competitor and contain twenty per cent more matter than 
aay other series of the same type and number of pages. 

All the Great Features. Besides the above all the popular features of the 
National Eeaders are retained except the Word-Builcling system. The latter 
gives place to an entirely new method of progressive development, based upon 
come tff the best features of the Word System, Phonetics and Object Lessons. 

3 



The National Scries of Standard Srhool-7?ooks. 



The National Readers and Spellers. 

THEIR RECORD. 

These books have been adopted by the School Boards, or official authority, of 
She following important States, cities, and towns— in most cases for exclusive use. 

The State of Minnesota. 

The State of Missouri. 

The State of Alabama. 

The State of North Carolina. 
The State of Louisiana. 

New York. 

New York City. 
Brooklyn. 
Buffalo. 
Albany. 
Rochester. 
Troy. 
Syracuse. 
Elmira. 
&c., &c 

Pennsylvania. 

Reading. 
Lancaster. 
Erie. 
Scranton. 
Carlisle. 
Carbondalo. 
Meadville. 
Schuylkill Haven. 
Williamsport. 
Norristown. 
Bellefonte. 
Altoona. 
&c., &c. 

New Jersey. 

Newark. 
Jersey City. 
Paterson. 
Trenton. 
Camden. 
Elizabeth. 
New Brunswick. 
Phillipsburg. 
Orange. 
&c, &c. 

Delaware. 
Wilmington. 

D. C. 

■Washington. 

The Educational Bulletin records periodically all new points gained. 

4 



Illinois. 


Indiana. 


Chicago. 


New Albany. 


Peoria. 


Fort Wayne. 


Alton. 


Lafayette. 


Springfield. 


Madison. 


Aurora. 


Lo^an sport. 
Indianapolis. 


Galesburg. 


Rockford. 




Rock Island. 


Iowa. 


&c, &c. 


Davenport. 




Burlington. 


Wisconsin. 


Muscatine. 
Mount Pleasant. 


Milwaukee. 


&c. 


Fond du Lac. 




Oshkosh. 


Nebraska. 


Janesville. 


Brownsville. 


Racine. 


Lincoln. 


Watertown. 


&c. 


Sheboygan. 




La Crosse. 


Oregon. 


Waukesha. 


Portland. 


Kenosha. 


Salem. 


&c, <£c. 


&c. 


Michigan. 


Virginia. 
Richmond. 


Grand Rapids. 


Norfolk. 


Kalamazoo. 


Petersburg. 


Adrian. 


Lynchburg. 


oackson. 


&c. 


Monroe. 




Lansing. 
&c, &c. 


South Carolina, 
Columbia. 




Charleston. 


Ohio. 




Toledo. 


Georgia. 


Sandusky. 


Savannah. 


Conneaut. 




Chardon. 


Louisiana. 


Hudson. 


New Orleans. 


Canton. 




Salem. 


Tennessee. 


&c., &c. 


Memphis 



2%e National Series of Standard Softool- Hooks. 

SCHOOL-ROOM CARDS, 

To Accompany the 'National Readers. 



Eureka Alphabet Tablet 



.*1 50 



Presents the alphabet upon the Word Method System, by which the 
child will learn the alphabet in nine days, and make no small progress in 
reading ani spelling iu the same time. 

National School Tablets, XO Nos *s oo 

Embrace reading and conversational exercises, object and moral le3- 
Bons, form, color, &c. A complete set of these large and elegantly illus- 
trated Cards will embellish the school-room more than any other article 
of furniture. 



READING. 



Fowle's Bible Reader $1 oo 

The narrative portions of the Bible, chronologically and topically ar- 
ranged, judiciously combined with selections from the Psalms, Proverbs, 
and other portions which inculcate important moral lessons or the great 
truths of Christianity. The embarrassment and difficulty of reading tho 
Bible itself, by course, as a class exercise, are obviated, and its use mads 
feasible, by this means. 

North Carolina First Reader 40 

North Carolina Second Reader 65 

North Carolina Third Reader l oo 

Prepared expressly for the schools of this State, by C. II. "Wiley, Super- 
intendent of Common Schools, and F. M. Hubbard, Professor of Litera- 
ature in the State University. 

Parker's Rhetorical Reader l oo 

Designed to familiarize Readers with the pauses and other marks in 
general use, and lead them to the practice of modulation and inflection of 
the voice. 

Introductory Lessons in Reading and Elo- 
cution • • 75 

Of similar character to the foregoing, for less advanced classes. 

High School Literature J so 

Admirable selections from a long list of the world's best writers, for ex- 
ercise in reading, oratory, and composition. Speeches, dialogues, and 
model letters represent the latter department. 

5 



The JVatiotial Series of Standard School-Books. 

ort hograp hy! 

SMITH'S SERIES 

Supplies a speller for every class in graded schools, and comprises the most com* 
plete and excellent treatise on English Orthography and its companion 
branches extant. 

1. Smith's Little Speller $20 

First Round in the Ladder of Learning. 

2. Smith's Juvenile Definer 45 

Lessons composed of familiar words grouped with reference to similar 
signification or use, and correctly spelled, accented, and defined. 

3. Smith's Grammar-School Speller .... go 

Familiar words, grouped with reference to the sameness of sound of syl- 
lables differently spelled. Also definitions, complete rules for spelling and 
formation of derivatives, and exercises in false orthography. 

4. Smith's Speller and Definer's Manual . oo 

A complete Srhool Dictionary containing 14,000 words, with various 
other useful matter in the way of Kules and Exercises. 

5. Smith's Etymology— Small, 75; Complete . 1 25 

The first and only Etymology to recognize the Anglo-Saxon owe mother 
tongue; containing also full lists of derivatives from the Latin, Greek, 
Gaelic, Swedish, Norman, &c, «fcc ; being, in fact, a complete etymology 
of the language for schools. 

Sherwood's Writing Speller 15 

Sherwood's Speller and Definer 15 

Sherwood's Speller and Pronouncer ... 15 

The Writing Speller consists of properly ruled and numbered blanks 
to receive the words dictated by the teacher, with space for remarks and 
corrections. The other volumes may be used for the dictation or ordinary 
class exercises. 

Price's English Speller *15 

A complete spelling-book for a!l grades, containing more matter than 
"Webster," manufactured in superior style, and sold at a lower price — 
consequently the cheapest speller extant. 

Northend's Dictation Exercises .... 63 

Embracing valuable information on a thousand topics, communicated 
in such a manner as at once to relieve the exercise of spelling of its usual 
tedium, and combine it with instruction of a general character calculated 
to profit and amuse. 

Wright's Analytical Orthography .... 25 

Tuis standard work is popular, because it teaches the elementary sounds 
In a plain and philosophical manner, and presents orthography and or- 
thoepy iu an easy, uniform system of analysis or parsing, 

Fowle's False Orthography 45 

Exercises for correction. 

Page's Normal Chart *3 75 

The elementary sounds of the language for the school-room walls. 

6 



Yhe National Series of Standard School- jBooks. 

ENGLISH GRAMMAR. 



CLARK'S DIAGRAM SYSTEM, 



Clark's First Lessons in Grammar ... 45 

Clark's Normal Grammar (isfew), 1 go 

Clark's Key to English Grammar .... 75 
Clark's Analysis of the English Language • go 
Clark's Grammatical Chart *3 75 

The theory and practice of teaching grammar in American schools is 
meeting with a thorough revolution from the use of this system. Whilo 
the old methods offer proficiency to the pupil only after much weary 
plodding and dull memorizing, this affords from the inception the ad- 
vantage of practical Object Teaching, addressing the eye by means of il-' 
lustrative figures ; furnishes association to the memory, its most power- 
ful aid, and diverts the pupil by taxing his ingenuity. Teachers who are 
using Clark's Grammar uniformly testify that they and their pupils find 
it the most interesting study of the school course. 

Like all great and radical improvements, the system naturally met at 
first with much unreasonable opposition. It has not only outlived the 
greater part of this opposition, but finds many of its warmest admirers 
among those who could not at first tolerate so radical an innovation. All 
it wants is an impartial trial, to convince the most skeptical of its merit. 
No one who has fairly and intelligently tested it in the school-room has 
ever been known to go back to the old method. A great success is al- 
ready established, and it is easy to prophecy that the day is not far dis- 
tant when it will be the only system, of teaching English Grammar. As 
the System is copyrighted, no other text-books can appropriate this ob- 
vious aud great improvement. 

Welch's Analysis of the English Sentence • 1 25 

Remarkable for its new and simple classification, its method of treat- 
ing connectives, its explanations of the idioms and constructive laws of 
the language, &c. 



ETYMOLOGY. 



Smith's Complete Etymology, 1 25 

Smith's Condensed Etymology, 75 

Containing the Anglo-Saxon, French, Dutch, German, Welsh, Danish, 
Gothic, Swedish, Gaelic, Italian, Latin, and Greek Roots, and the English 
words derived therefrom accurately spelled, accented, and defined. 

The Topical Lexicon, 1 75 

This work is a School Dictionary, an Etymology, a compilation of syn- 
onyms, and a manual of general information. It differs from the ordinary 
lexicon in being arranged by topics instead of the letters of the alphabet, 
thus realizing the apparent paradox of a " Readable Dictionary." An 
unusually valuable school-book. 

7 



The National Series of Standard Sc7iool-7}ooks. 

Clark's Diagram English Grammar. 

TESTIMONIALS. 
From J. A. T. Durnin, Principal Dubuaue R. C. Academy, Iowa. 

In my opinion, it is well calculated by its system of analysis to develop those rational 
faculties which in the old systems were rather left to develop themselves, while tho 
memory was overtaxed, and the pupils discouraged. 

From B. A. Cox, School Commissioner, Warren County, Illinois. 

I have examined 150 teachers in the last year, and those having studied or taught 
Clark's System have universally stood fifty per cent, better examinations than those 
having studied other authors. 

From M. II. B. Bucket, Principal Masonic Institute, Georgetown, Tennessee. 

I traveled two years amusing myself in instructing (exclusively) Grammar classes 
with Clark's system. The first class I instructed fifty days, but found that this was 
more time than was required to impart a theoretical knowledge of the scienca 
During the two years thereafter I instructed classes only thirty days each. Invariably 
I proposed that unless I prepared my classes for a more thorough, minute, and accu- 
rate knowledge of English Grammar than that obtained from the ordinary books and 
in the ordinary way in from one to two years, I would make no charge. I never 
failed in a solitary case to far exceed the hopes of my classes, and made money and 
character rapidly as an instructor. 

From A. B. Douglass, School Commissioner, Delaware County, Xew York. 

I have never known a class pursue the study of it under a Uve teacher, that has not 
succeeded ; I have never known it to have an opponent in an educated teacher who 
had thoroughly investigated it; I have never known an ignorant teacher to examine 
it; I have never known a teacher who has used it, to try any other. 

From J. A. Dohob, Teacher and Lecturer on English Grammar, Kentucht. 

We are tempted to assort that it foretells the dawn of a brighter age to our mother- 
to'igue. Both pupil and teacher can fare sumptuously upon its contents, however 
highly they may have prized the manuals into which they may have been initiated, 
and by which their expressions have been moulded. 

From W. T. Chapman, Superintendent Public Schools, Wellingbm, Ohio. 

I regard Clark's System of Grammar the best published. For teaching the analysis 
cf tiie English Language, it surpasses any I ever used. 

From F. S. Eton, Principal South Xonealk Union School, Conneclu~it I. 

During ten years' experience in teaching, I have used six different authors on the 
suoject of English Grammar. I am fully convinced that Clark's Grammar is better 
calculated to make thorough grammarians than any other that I have seen. 

From Ca.tai.oooe of Ri hirer's Commercial College, St. Louis, Missouri. 

We do not hesitate to assert, without fear of successful contradiction, that a belter 
knowledge of the English language can be obtained by this system iu six weeks than 
by the old methods in as many mouths. 

From A. Pickett, President of the State Teachers" Association, Wisconsin. 

A thorough experiment in the use of many approved authors upon the subject of 
English Grammar has convinced me of ihe superiority of Clark. When tlie pupil has 
completed the course, he is left upon a foundation of principle, and not upou the die- 
~%m of the author. 

From Gko. F. McFaeland, Prin. McAllisterville Academy, Juniata Co., Pcnn. 

At the first examination of public-school teachers by the county superintendent, 
when one of our student teachers commenced analyzing a sentence according to Clark, 
the superintendent listened in mute astonishment until he had finished, then asked 
what that mi-ant, and finally, with a very knowing look, said such work wouldn't do 
lie e. and asked the applicant to parse the sentence right, and gave the lowest certifi- 
es! is :.. all who barely mentioned Clark. Afterwards, I presented him with a copy, 
am the next fall he permitted it to be partially used, while the third or last fall, ho 
opt"i!y commended the system, and appointed three of my best teachers to explaiu it 
at the two Institutes and one County Convention held since September. 



SW~ For further testimony of equal force, see the Publishers' Special CirctJar, c* 
entrant numbers of the Educational Bulletin. 



77ie National Series of Standard School-CBooks. 

GEOGRAPHY. 



NATIONAL GEOGRAPHICAL SYSTEM. 

THE SERIES. 

I. Monteith's First Lessons in Geography, . . . $ C5 

II. Monteith's New Manual of Geography, . . . 1 10 

Ml. McNally's System of Geography, . . . . .2 00 

INTERMEDIATE OB ALTERNATE VOLUMES. 

I*. Monteith's Introduction to the Manual, .... 63 
2*. Monteith's Physical and Political Geography, . . 1 88 






ACCESSORIES. 

Monteith's Wall Maps (per set) *20 00 

Monteith's Manual of Map-Drawing (Allen's System) . 25 
Monteith's Map-Drawing and Object-Lessons, . . 75 
Monteith's Map-Drawing Scale, *25 

1. PRACTICAL OBJECT TEACHING. The infant scholar is first introduced 
to a picture whence he may derive notions of the shape of the earth, the phenom- 
ena of day and night, the distribution of land and -water, and the great natural 
divisions, which mere words would fail entirely to convey to the untutored mind. 
Other pictures follow on the same plan, and the child's mind is called upon to grasp 
no idea without the aid of a pictorial illustration. Carried on to the higher 
hooks, this system culminates in Physical Geography, where such matters as 
climates, ocean currents, the winds, peculiarities of the earth's crust, clouds and 
rain, are pictorially explained and rendered apparent to the most obtuse. The 
illustrations used for this purpose belong to the highest grade of art. 

2. CLEAR, BEAUTIFUL, AND CDRRECT MAPS. In the lower numbers the- 
maps avoid unnecessary detail, while respectively progressive, and affording the 
pupil new matter for acquisition each time he approaches in the constantly en- 
larging circle the point of coincidence with previous lessons in the more ele- 
mentary books. In the Physical and Political Geography the maps embrace many 
new and striking features. One of the most effective of these is the new plan for 
displaying on each map the relative sizes of countries not represented, thus obvi- 
ating much confuVio:i which has arisen from the necessity of presenting maps in 
t!i3 same atlas drawn on different scales. The maps of " KcNally" have long been 
celebrated for their superior beauty and comnleteness. This is the only school- 
book in which the attempt to make a complete atlas alpo dear and distinct, has 
been successful. The map coloring throughout the series is also noticeable. 
Delicate and subdued tints take the place of the startling glare of inharmonious 
colors which too frequently in such treatises dazzle the eyes, distract the atten- 
tion, and serve to overwhelm the names of towns and the natural features of the 

9 



National Series of Standard School-33ooks. 

GEOGRAPHY-Continued. 

3. THE VARIETY OF MAP EXERCISE, Starting each time from a different 
basis, the pupil in many instances approaches the came tact no less than I ix 
times, thus indelibly impressing it upon his memory. At the same time this eje- 
tem is not allowed to become wearisome— the extent of exercise on each subject 
being graduated by its relative importance or difficulty of acquisition. 

4. THE CHARACTER AND ARRANGEMENT OF THE DESCRIPTIVE 
TEXT, The cream of the science has been carefully culled, unimportant matter 
rejected, elaboration avoided, and a brief and concise manner of presentation cul- 
tivated. The orderly consideration of topics has contributed greatly to simplicity. 
Due attention is paid to the facts in history and astronomy which are inseparably 
connected with, and important to the proper understanding of geography — and 
such only are admitted on any terms. In a word, the National System teaches 
geography as a science, pure, simple, and exhaustive. 

5. ALWAYS UP TO THE TIKES. The authors of these books, editorially 
speaking, never sleen. No change occurs in the boundaries of countries, cr cf 
counties, no new discovery is made, or lailroad built, that is not at once noted 
and recorded, and the next edition of each volume carries to every school-rccm 
the new order of things. 

6. SUPERIOR GRADATION. This is the only scries which furnishes an avail- 
able volume for every possible class in graded schools. It is not contemplated 
that a pupil must necessarily go through every volume in succession to attain 
proficiency. On the contrary, two will suffice, but three are advised ; and if the 
course will admit, the whole series should be pursued. At all events, the books 
are at hand for selection, and every teacher, of every grade, can find among them 
one exactly suited to his class. The best combination for those who wish to 
abridge the course consists of Nos. 1, 2, and 3, or where children are somewhat ad- 
vanced in other studies when they commence geography, Nos. 1*, 2, and 3. Where 
but two books are admissible, Nos. 1* and 2*, or Nos. 2 and 3, arc recommended. 

7. FORM OF THE VOLUMES AND MECHANICAL EXECUTION. The maps 
and text are no longer unnaturally divorced in accordance with the time-honored 
practice of making text-books on this subject as inconvenient and expensive as 
possible. On the contrary, all map questions are to be found on the page opposite 
the map itself, and each book is complete in one volume. The mechanical execu- 
tion is unrivalled. Paper and printing are everything that could be desired, and 
the binding is— A. S. Barnes and Company's. 

8. MAP-DRAWING. In 1869 the system of Map-Drawing devised by Professor 
Jerome Allen was secured exclusively for this series. It derives its claim to 
originality and usefulness from the introduction of a fixed vnit of measurement 
applicable to every Map. The principles being so few, simple and comprehensive, 
the subject of Map-Draw ing is relieved cf all practical difficulty. (In Nos. 2, 2*, 
and 3, and published separately.) 

8. ANALOGOUS OUTLINES. At the same time with Map-Drawing was also in- 
troduced (in No. 2), a new and ingenious variety of Object Lessons, consisting of a 
eomparison of the outlines of countries with familiar objects pictorially represented. 

10 



The National Series of Standard School-35oofo$. 



Monteith. & McNally's National Geographies, 

CRITICAL OPINIONS. 
From E. A. Adams, Member of Board of Education, Xew Yorlc. 

I have found, by examination of the Book of Supply of our Board, that consid- 
erably the largest number of any series now used in our public schools is tho 
National, by Monteith and McNally. 

From Bko. Patrick, Chief Provincial of the Vast Educational Society of the 
Christian Brothers in the United States. 

Having been convinced for some time past that the series of Geographies in 
use in our schools were not giving satisfaction, and came far short of meeting 
our most reasonable expectations, I have felt it my imperative duty to examine 
into this matter, and see if a remedy could not be found. 

Copies of the different Geographies published in this country have been placed 
at our command for examination. On account of other pressing duties we have 
not been able to give as much time to the investigation of all these different series 
as we could have desired ; yet we have found enough to convince us that there a: e 
many others better than those we are now using; tut we cheerfully give cur most 
decided preference, above all others, to the National Series, by Monteith & McNally. 

Their easy gradation, their thoroughly practical and independent character, 
their comprehensive completeness as a full and accurate system, the wise dis- 
crimination shown in the selection of the subject matter, the beautiful and copious 
illustrations, the neat cut type, the general execution of the works, an.l cihzr ex- 
cellencies, will commend them to the friends of education everywhere. 

From the "Home Monthly," ITasJiviHe, Tenn. 
Monteitii's and McNally's Geographies.— Geography is so cloccly con- 
nected with Astronomy, nistory, Ethnology, and Geology, that it is difficult to 
define its limit j in the construction of a text-booh. If the author confines himself 
strictly to a description of the earth's surface, his book will be dry, meager, and 
unintelligible to a child. If, on the other hand, he attempts to give information 
on the cognate sciences, he enters a boundless field, and may wander too far. It 
ecems to us that the authors of the series before us have hit on the happy mediur.i 
between too much and too little. The First Lessons, by applying the system of 
object-teaching, renders the subject so attractive that a child, just able to real, 
may become deeply interested in it. The second book of the course enlarges the 
■view, but still keeps to the maps and simple descriptions. Then, in the third 
book, we have Geography combined with History and Astronomy. A general 
view of tae solar system is presented, so that the pupil may understand the 
earth's position on the map of the heavens. The first part of the fourth book 
treats of Physical Geography, and contains a vast amount of knowledge com- 
pressed into a small space. It is made bright and attractive by beautiful pictures 
and suggestive illustrations, on the principle of object-teaching. The maps in 
the second part of this volume are remarkably clear, and the map exercises are 
copious and judicious. In the fifth and last volume of the series, the whole sub- 
ject is reviewed and systematized. This is strictly a Geography. Its maps arc 
beautifully engraved and clearly printed. The map exercises are full and com- 
prehensive. In all these books the maps, questions and descriptions are given in 
the same volume. In most geographies there are too many details and minute 
descriptions— more than any chili out of purgatory ought to be require 1 to 1 :am 
The power of memory is overstrained; there is confusion — no clearly define! 3 iea 
is formed in the child's mind. But in these books, in brief, pointed description^, 
and constant nse of bright, accurate map*, the whole subject is photographed cv 
the mind. 11 



The National Series of Standard School- Zlooks. 

The National System of Geography, 

By Monteith & McNally. 
its record. 

These popular text-books have been adopted, by official authority, for the schools 
of the following States, cities, and associations— in most cases for exclusive and 
uniform use. 



California. 




STATES. 






Missouri. 




Vekmon- 




Minnesota. 


Alabama. 




Iowa. 




North Carolina. 


Tennessee. 




Louisiana. 


Kansas. 












Mississippi. 






CITIES 


• 






New York City. 


Louisville. 




Nashville. 




Portland. 


Brooklyn. 


Newark. 




Utica. 




Savannah. 


New Orleans. 


Milwaukee. 




Wilmington. 


Indianapolis 


Buffalo. 


Charleston. 




Trenton. 




Springfield. 


Richmond. 


Eochester. 




Norfolk. 




Wheeling. 


Jersey City. 


Mobile. 




Norwich. 




Toledo. 


Hartford. 


Syracuse. 




Lockport. 




Bridgeport. 


Worcester. 


Memphis. 




Dubuque. 




St. Paul. 




ASSOCIATIONS. 







The Society of the Christian Brothers, representing 40,000 pupils. 

The Franciscan Brothers, 8,000 pupils. 

American Missionary Society, 50,000 pupils. 



Monteith's Physical & Intermediate Geography. 

This is the most recently published of the Geographical Series, and as might 
have been anticipated, was very warmly received. 

TESTIMONIALS IN BRIEF. 

The more I examine the better I am pleased.— J. T. Goodnow, State Svpt. Kans. 
lias no superior as a text-book. — E. J. Thompson, Supt. Fillmore Co., Minn. 
Brief, clear, suggestive, and admirably adapted.— E. Conant, Prin. Vt. Normal. 
It is a gem of a book. — E. A. Strong, Suj)t. Public ScJiools, Grand Rapids, Mich. 
The best adapted we have seen.— O. Favtlle, State Supt., Iowa. 
A book that has long been needed.— A. J. Kingman, Supt. McHenry Co., 111. 
Prepared with labor, care, and well adapted.— C. B. TlM.i,T-EM>,Supt.Neivburg,N. Y. 
The best Geography ever published.— J. Hutchison, Prin. Boys' Sch. Jefferson, La. 
I like it very much. — A. J. Craig, State Superintendent, Wisconsin. 
Cannot fail to awaken a new interest. — Vermont School Journal. [ Coll., Ya. 

A new field cultivated with great success. — T. C. Johnson, Pres. Randolph Macon. 
Contains more common sense than any other. — J. Angeab, Prin. Madison Ac.Iowa. 

12 



The National Series of Standard School-Books. 

MATHEMATICS. 



BifllI'MTIOm OTEI1, 

ARITHMETIC. 

BLATEIJ 

1. Davies' Primary Arithmetic $ 25 

2. Davies' Intellectual Arithmetic ....... 40 

3. Davies' Elements of Written Arithmetic ... 50 % CO 

4. Davies' Practical Arithmetic 90 1 10 

Key to Practical Arithmetic 90 

5. Davies' University Arithmetic 1 40 1 50 

Key to University Arithmetic *1 40 

ALGEBRA. 

1. Davies' New Elementary Algebra 1 25 1 40 

Key to Elementary Algebra *1 25 

2. Davies' University Algebra 1 60 1 75 

Key to University Algebra *1 60 

3. Davies' Bourdon's Algebra 2 25 2 45 

Key to Bourdon's Algebra *2 25 

GEOMETRY. 

1. Davies' Elementary Geometry and Trigonometry 1 40 1 55 

2. Davies' Legendre's Geometry 2 25 2 45 

3. Davies' Analytical Geometry and Calculus . . 2 50 2 70 

4. Davies' Descriptive Geometry 2 75 3 00 

MENSURATION. 

1. Davies' Practical Mathematics and Mensuration 1 40 1 55 

2. Davies' Surveying and Navigation 2 50 2 70 

3. Davies' Shades, Shadows, and Perspective . . 3 75 4 00 

MATHEMATICAL SCIENCE. 

Davies' Grammar of Arithmetic * 50 

Davies' Outlines of Mathematical Science *1 00 

Davies 5 Logic and Utility of Mathematics *1 50 

Davies' Metric System *1 50 

Davies & Peck's Dictionary of Mathematics *5 00 

13 



National Series of Standard School-'Book's. 

DAVIES' NATIONAL COUKSE of MATHEMATICS. 

ITS RECORD. 

In claiming for this series the first place among American text-hooks, of what- 
ever class, the Publishers appeal to the magnificent record which its volumes 
have earned during the thirty-five years of Dr. Charles Davies' mathematical 
labors. The unremitting exertions of a life-time have placed the modern series on 
the same proud eminence among competitors that each of its predecessors has 
successively enjoyed in a course of constantly improved editions, now rounded to 
their perfect fruition — for it seems almost that this science is susceptible of no 
further demonstration. 

During the period alluded to, many authors and editors in this department have 
started into public notice, and by borrowing ideas and processes original with Dr. 
Davies, have enjoyed a brief popularity, but are now almost unknown. Many of 
the series of to-day, built upon a similar basis, and described as " modern books," 
are destined to a similar fate ; while the most far-seeing eye will find it difficult to 
fix the time, on the basis of any data afforded by their past history, when these 
books will cease to increase and prosper, and fix a still firmer hold on the affection 
of every educated American. 

One cause of this unparalleled popularity is found in the fact that the enterprise 
of the author did not cease with the original completion of his books. Always a 
practical teacher, he has incorporated in his text-books from time to time the ad- 
vantages of every improvement in methods of teaching, and every advance in 
science. During nil the years in which he has been laboring, he constantly sub- 
mitted his own theories and those of others to the practical test of the class-room 
—approving, rejecting, or modifying them as the experience thus obtained might 
suggest. In this way he has been able to produce an almost perfect series of 
class-books, in which every department of mathematics has received minute and 
exhaustive attention. 

Nor has he yet retired from the field. Still in the prime of life, and enjoying a 
ripe experience which no other living mathematician or teacher ciin emulate, his 
pen is ever ready to carry on the good work, as the progress of science may de- 
mand. Witness his recent exposition of the " Metric System," which received 
the official endorsement of Congress, by its Committee on Uniform "Weights and 
Measures. 

Davtes' System is the acknowledged National Standald rcn tee 
United States, for the following reasons:— 

1st. It is the basis of instruction in the great national schools at West Point 
and Annapolis. 

2d. It has received the quasi endorsement of the National Congress. 

3d. It is exclusively used in the public schools of the National Capital. 

4th. The officials of the Government use it as authority in all cases involving 
mathematical qncrtions. 

5th. Our great soldiers and sailors commanding the national armies and navies 
were educated in this system. So have been a majority of eminent scientists in 
this ccunt'-y. All these refer to "Davies " as authority. 

flth. A larerer number of American citizens have received their education from 
tM« than from any other series. 

7th. The series has a larger circulation throughout, the whole country than cr.y 
other, being extensively >/."ed in every State in the Union. 

14 



The National Series of Standard School-Books, 

MATHEMATICS-Continued. 

ARITHMETICAL EXAMPLES. 

Reuck's Examples in Denominate Numbers % 50 
Reuck's Examples in Arithmetic i oo 

These volumes differ from the ordinary arithmetic in their peculiarly 
practical character. They are composed mainly of examples, and afford 
the most severe and thorough discipline for the mind. While a book 
which should contain a complete treatise of theory and practice would be 
too cumbersome for every-day use, the insufficiency of practical examples 
has been a source of complaint. 

HIGHER MATHEMATICS. 

Church's Elements of Calculus 2 50 

Church's Analytical Geometry 2 50 

Church's Descriptive Geometry, with Shades, 

Shadows, and Perspective 4 00 

These volumes constitute the "West Point Course" in their several 
departments. 

Courtenay's Elements of Calculus • • • . 3 00 

A work especially popular at the South. 

Hackley's Trigonometry • • • • . • . . 3 00 

With applications to navigation and surveying, nautical and practical 
geometry and geodesy, and logarithmic, trigonometrical, and nautical 
tables. 

APPLIED MATHEMATICS. 

Peck's Ganot's Popular Physics i 75 

Peck's Elements of Mechanics 1 75 

Peck's Practical Calculus i 75 

Prof. W. G. Peck, of Columbia College, has designee! the first of these works for 
the ordinary wants of schools in the department of Natural Philosophy. The 
work enjoys a high reputation. 

The .Mechanics and Calculus are the briefest treatises on those subjects now 
published. Their methods arc purely practical, and unembarrassed by the details 
which rather confuse than simplify science. 

SLATED ARITHMETICS. 

This consists of the application of an artificially elated rurface to the inner cover 
of a book, with flap of the same opening outward, so that students may refer to 
the book and use the sdate at one and the same time, and as though the slate were 
detached. When folded up, the slate preserves examples and memoranda till 
needed. The material used is as durable as the stone slate. The additional cost 
of books thus improved is trifling. 

15 



National Series of Standard Scliool-Sooks. 

Davies' National Course of Mathematics. 

TESTIMONIALS. 

From L. Van Bokkelen, State Superintendent Public Instruction, Maryland. 

The series of Arithmetics edited by Prof. Davies, and published by your firm, 
have been used for many years in the schools of several counties, and the city of 
Baltimore, and have been approved by teachers and commissioners. 

Under the law of 1863, establishing a uniform system of Free Public Schools, 
these Arithmetics were unanimously adopted by the State Board of Education, 
after a careful examination, and are now used in all the Public Schools of Mary- 
land. 

These facts evidence the high opinion entertained by the School Authorities of 
the value of the series theoretically and practically. 

From Horace "Webster, President of the College of Neio York. 
The undersigned has examined, with care and thought, several volumes of Da- 
vies' Mathematics, and is of the opinion that, as a whole, it is the most complete 
and best course for Academic and Collegiate instruction, with which he is ac- 
quainted. 

From David N. Camp, State Superintendent of Common Schools, Connecticut. 

I have examined Davies' Series of Arithmetics with, some care. The language 
i3 clear and precise ; each principle is thoroughly analyzed, and the whole so ar- 
ranged as to facilitate the work of instruction. "Having observed the satisfaction 
and success with, which the different books have been used by eminent teachers, 
it gives me pleasure to commend them to others. 

From J. O. Wilson, Chairman Committee on Text-Boohs, Washington, B. C. 

I consider Davies 1 Arithmetics decidedly superior to any other series, and in 
thi? opinion I am sustained, I believe, by the entire Board of Education aud Corps 
of Teachers in this city, where they have been used for several years past. 

From John L. Campbell, Profesccr cf Mathematics, Wabash College, Indiana. 
A proper combination of abstract reasoning and practical illustration is the 
chief excellence in Prof. Davies' Mathematical works. I prefer his Arithmetics, 
Algebras, Geometry and Trigonometry to all others now in use, and cordially re- 
commend them to all who desire the advancement of sound learning. 

From Major J. H. Whittlesey, Government Inspector cf Military Schools. 

Be assured, I regard the works of Prof. Davies, with which I am acquainted, as 
by far the best text-books in print on the subjects which they treat. I shall cer- 
tainly encourage their adoption wherever a word from me may be of any avail. 

Frcr.z T. McC. Ballantetc:, Prof. Mathematics Cumberland College, Kentucky. 
I have long taught Prof. Davies' Course cf Mathematics, and I continue to like 
their working. 

From John McLean Bell, B. A., Prin. of Lower Canada College. 

I have used Davies 1 Arithmetical and Mathematical Series as text-books in the 
schools under my charge for the last six years. These I have found of great effi- 
cacy in exciting, invigorating, and concentrating the intellectual faculties of the 
young. 

Each treatise serves as an introduction to the next higher, by the similarity cf 
its reasonings and methods ; and the student is carried forward, by easy and 
gradual steps, over the whole field of mathematical inquiry, and that, too, in a 
shorter time than is usually occupied in mastering a single department. I rinccrc- 
ly and heartily recommend them to the attention of my fellow-teachers in Canada. 

From D. W. Steele, Prin. Philekcian Academy, Cold Springs, Texas. 
I have used Davies' Arithmetics till I know them nearly by heart. A better 
series of school-books never were published. I have recommended them r.ntil 
•.Lev arc now used in all this region cf country. 



A large mass of similar " Opinions " may be obtained by addressing the pub- 
lishers for special circular for Davies 1 Mathematics. New recommendations are 
published in current numbers cf the Educational Bulletin. 

16 



SJie National Series of Standard School- 3k>oks. 

HISTORY. 

Monteith's Youth's History, $75 

A History of the United States for beginners. It is arranged upon the 
catechetical plan, with illustrative maps and engravings, review questions, 
dates in parentheses (that their study may be optional with the younger 
elass of learners), and interesting Biographical Sketches of all persons 
who have been prominently identified with the history of our country, 

Willard's United States, School edition, . . . 1 40 

Do. do. University edition, . 2 25 

The plan of this standard work is chronologically exhibited in front of 
the title-page ; the Maps and Sketches are found useful assistants to tho 
memory, and dates, usually so difficult to remember, are so systematically 
arranged as in a great degree to obviate the difficulty. Candor, impar- 
tiality, and accuracy, arc the distinguishing features of the narrative 
portion. 

Willard's Universal History, 2 25 

The most valuable features of the " United. States" are reproduced in 
this. The peculiarities of the work are its great conciseness and tho 
prominence given to the chronological order of events. The margin 
marks each successive era with great distinctness, so that the pupil re- 
tains not only the event but its time, and thus fixes the order of history 
firmly and usefully in his mind. Mrs. "Willard's books are constantly 
revised, v and at all times written ujj to embrace important historical 
events of recent date. 

Berard's History of England, 1 75 

By an authoress well known for tho success of her History of the United 
States. The social life of the English people is felicitously interwoven, 
as in fact, with the civil and military transactions of the realm. 

Ricord's History of Rome, 1 60 

Possesses the charm of an attractive romance. The Fables with which 
this history abounds are introduced in such a way as not to deceive the 
inexperienced, while adding materially to the value of the work as a reli- 
able index to the character and institutions, as well as the history of tho 
Koman people. 

Hanna's Bible History, 1 25 

The only compendium of Bible narrative which affords a connected and 
chronological view of the important events there recorded, divested of all 
superfluous detail. 

Summary of History, Complete 60 

American History, $0 40. French and Eng. Hist. 35 

A well proportioned outline of leading events, condensing the substance of the 
more extensive text-book in common use into a series of statements so brief, that 
every word may be committed to memory, and yet so comprehensive that it 
presents an accurate though general view of the whole continuous life of nations. 

Marsh's Ecclesiastical History, 2 oo 

Questions to ditto, , 75 

Affording the Ilistnry of the Church in all ages, with accounts of fho 
pagan world during Biblical periods, and the character, rise, and progress 
of all Beligions, as well as the various sects of the worshipers of Christ. 
Tlbe work is entirely non-sectarian, though strictly catholic. 

17 






The National Series of Standard Sc7iool-%oofcs. 

PENMANSHIP. 

■» ^ » 

Beers' System of Progressive Penmanship. 

Per dozen $1 68 

This "round hand" system of Penmanship in twelve numbers, com- 
mends itself by its simplicity and thoroughness. The first four numbers 
are primary books. Nos. 5 to 7, advanced books for boys. Nos. 8 to 10, 
advanced hooks for girls. Nos. 11 and 12, ornamental penmanship. 
These books are printed from steel plates (engraved by McLees), and are 
unexcelled in mechanical execution. Large quantities are annually sold. 

Beers' Slated Copy Slips, per set *50 

All beginners should practice, for a few weeks, slate exercises, familiar- 
izing them with the torm of the letters, the motions of the hand and arm, 
&c, &c. These copy slips, 32 in number, supply all the copies found in a 
complete seiies of writing-books, at a trifling cost. 

Payson,Dunton&Scribner's Copy-B'ks.P-doz^l 80 

The National System of Penmanship, in three distinct series — (\) Com- 
mon School Series, comprising the first six numbers ; (2) .Business Series, 
Nos. 8, 11, and 12 ; (3) Ladies' Series, Nos. 7, 9, and 10. 

Fulton & Eastman's Chirographic Charts,*3 75 

To embellish the school room walls, and furnisli class exercise in the 
elements of Penmanship. 

PaySOn's Copy-Book Cover, per hundred .*4 00 

Protects every page except the ono in use, and furnishes "lines" with proper 
slope for the penman, under. Patented. 

. . *15 

Pronounced by competent judges the perfection of American-made pens, and 
superior to any foreign article. 

Index Pen, per gross ... 75 

BUSINESS SERIES. 

Albata Pen, per gross, . . 40 

Bank Pen, do . . 10 

Empire Pen. do . . 70 

Commercial Pen, per gross . 60 

Express Pen, do . 75 

Falcon Pen, do . 70 

Elastic Pen, do . 75 



National Steel Pens, Card with all kinds 



.$ 



SCHOOL SERIES. 
School Pen, per gross, . 
Academic Pen, do . . 

Fine Pointed Pen, per gross 
POPULAR SERIES. 
Capitol Pen, per gross, . . 1 

do do pr. box of 2 doz. 
Bullion Pen (imit. gold) pr. gr. 
Ladies' Pen do 



Stimpson's Scientific Steel Pen, per gross .*2 oo 

One forward and two backward arches, ensuring great strength, well- 
balanced elasticity, evenness of point, and smoothness of execution. Ono 
gross in twelve contains a Scientific Gold Pen. 

Stimpson's Ink-Retaining Holder, per doz. *2 oo 

A simple apparatus, whic. does not get out of order, withholds at, a 
single dip as much ink as the pen would otherwise realize from a dozen 
trips to the inkstand, which it supplies with moderate and easy flow. 

Stimpson'sGoIdPen,$3 oo ; with Ink Retainer^ 50 
Stimpson's Penman's Card, * 50 

One dozen Steel Pens (.assorted points) and Patent Ink-retaining Pen 
holder. 

18 



2'he National Series of Standard School Hooks. 

BO OK-KEEP ING 

Smith & Martin's Book-keeping . ... Si 25 
Blanks to ditto *co 

This work is by a practical teacher and a practical book-keeper. It is 
of a thoroughly popular class, and will be welcomed by every one who 
loves to see theory and practice combined in an easy, concise, and 
methodical form. 

The Single Kntry portion is well adapted to supply a want felt In nearly 
all other treatises, which seem to be prepared mainly for the use of whole- 
sale merchants, leaving retailers, mechanics, farmers, &c, who transact 
the greater portion of the business of the country, without a guide. The 
work is also commended, on this account, for general use in Young Ladies' 
Seminaries, where a thorough grounding in the simpler form of accounts 
will be invaluable to thb future housekeepers of the nation. 

The treatise on Double Entty Book-keeping combines all the advan- 
tages of the most recent methods, with the utmost simplicity of application, 
tli us affording the pupil all the advantages of actual experience in the 
counting-house, and giving a clear comprehension of the entire sub- 
ject through a judicious course of mercantile transactions. 

The shape of the book is such that the transactions ran be presented as 
in actual practice ; and the simplified form of Blanks, three in number, . 
adds greatly to the ease experienced in acquiring the science. 

DRAWING. 

-O i» 6» 

The Little Artist's Portfolio *so 

'25 Drawing Cards (progressive patterns), 25 Blanks, and a fine Artist's 
Pencil, all in one neat envelope. 

Clark's Elements of Drawing *i 03 

Containing full instructions, with appropriate designs and copies for a 
complete course in this graceful art, from the first rudiments of outline to 
the finished sketches of landscape and scenery. 

Fowle's Linear and Perspective Drawing a co 

For the cultivation of the eye and hand, with copious illustrations and 
directions, which will enable the unskilled teacher to learn the art himself 
while instructing his pupils. 

Chapman's American Drawing Book • . .*s co 

The standard American text-book and authority i.i all branches of art. 

Monk's Drawing Books— Six Numbers, per set *2 25 

Each book contains eleven large patterns with opposing blanks. No. 1 . — 
Elementary Studies; No. 2. — 9 : udies of Foliage; No. 11. — Laifdscapes; 
No. 4. — Animals, I.; No. 5 — Animals, II.; No. G. — Marine Views, &c. 

Ripley's Map Drawing i 25 

One uf fhe mos' efficient aids to the acquirement of a knowledge of 
geography is cue practice of map drawing. It is useful for the same reason 
that the best exercise in orthography is the writing of difficult words. 
Sight comes to the aid of hearing, and a double impression is produced 
upou the memory. Knowledge becomes less mechanical and more intui- 
tive. The student who has sketched the outlines of a country, and dotted 
the important places, is little likely to forget either. The impression pro 
duced may be compared to that of a traveler who has been over the 
ground, while more comprehensive and accurate in detail. 

19 



The National Series of Sta7idard School-TJookx. 



NATURAL SCIENCE. 



FAMILIAR SCIENCE 
Norton & Porter's First Book of Science, - $1 75 

By eminent Professors of Yale College. Contains the principles of 
Natural Philosophy, Astronomy, Chemistry, Physiology, and Geology. 
Arranged ou the Catechetical plan for primary classes and beginners. 

Chambers' Treasury of Knowledge, • ■ . 1 25 

Progressive lessons upon — first, common things which lie most imme- 
diately around us, and first attract the attention of the young mind; 
second, common objects from the Mineral, Animal, and Vegetable king, 
doms, manufactured articles, and miscellaneous substances ; third, a sys- 
tematic view of Nature under the various sciences. May be used ae a 
Reader or Text-Book. 

NATURAL PHILOSOPHY. 
Norton's First Book in Natural Philosophy, Loo 

By Prof. Norton, of Yale College. Designed for beginners ; profusely 
illustrated, and arranged on the Catechetical plan. 



1 ) 



Peck's Ganot's Course of Nat. Philosophy, 1 

The standard text-book of France, Americanized and popularized by 
Prof. Peck, of Columbia College. The most magnificent system of illus- 
tration ever adopted i;i an American school-book is here fouud. For 
intermediate classes. 

Peck's Elements of Mechanics, 2 25 

A suitable introduction to Bar tie tt' 8 higher treatises on Mechanical 
Philosophy, and adequate in itself for a complete academical courts. 

Bartlett's Synthetic Mechanics, 5 oo 

Bartlett's Analytical Mechanics, 5 oo 

Bartlett's Acoustics and Optics, 3 53 

A system of Collegiate Philosophy, by Prof. Babtlett, of "West Point 
Military Academy. 

Steele's 14 ¥/eeks Course in Philos. 0** r . &-..) . l 50 

GEOLOGY. 
Page's Elements of Geology, ■ • • • • • • 1 25 

A volume of Chambers' Educational Course. Practical, simple, ixnd 
eminently calculated to make the study interesting. 

Emmon's Manual of Geology, i -> 

The first Geologist of the country has n^re produced a work worthy i f 
bis reputation, 

Steele's 14 Weeks Course (see p. 25) .... l 50 

20 



The National Series of Standard School- CBooks. 

Peck's Ganot's Popular Physics. 

TESTIMONIALS. 

From Prof. Alonzo Collin, Cornell College, Iowa. 
I am pleased with it. I have decided to introduce it as a textbook. 

From II. F. Johnson, President Madison College, Sharon, Miss. 
I aia pleased with Peck's Ganot, and think it a magnificent book. 

From Prop. Edward Brooks, Pennsylvania Slate Noo^mal School. 
So eminent are its merits, that it will be introduced as the text-book upon ela 
mentary physics in this institution. 

From n. H. Lockwood, Professor Natural Philosophy U. S. Naval Academy. 
I am so pleased with it that I will probably add it to a course of lectures given tc 
the midshipmen of this school on physics. 

From Geo. S. Mackie, Professor Natural History University of Nashville, Tenn. 

I have decided on the introduction of Peck's Ganot's Philosophy, as I am satis- 
fied that it is the besTbook for the purposes of my pupils that I have seen, com- 
bining simplicity of explanation with elegance of illustration. 

From W. S. McRae, Superintendent Yevay Public Schools, Indiana. 
Ilaving carefully examined a number of text-books on natural philosophy, I do 
not hesitate to express my decided opinion in favor of Peck's Ganot. The matter, 
style, and illustration eminently adapt the work to the popular wants. 

From Rsv. Samuel McKinnet, D.D., Preset Austin College, Iluntsville, Texas. 

It gives me pleasure to commend it to teachers. I have taught some classes with 
it as our text, and must say, for simplicity of style and clearness of illustration, I 
have found nothing as yet published of equal value to the teacher and pupil. 

From C. V. Spear, Principal Mapleicood Institute, Pittsfeld, Mass. 
I am much pleased with it3 ample illustrations by plates, and its clearness and 
pimplicity of statement. It covers the ground usually gone over by our higher 
classes, and contains many fresh illustrations from life or daily occurrences, and 
new applications of scientific principles to fcueh. 

From J. A. Banfield, Superintendent Marshall Public Schools, Michigan. 
I have used Peck's Ganot since 18C3, and with increasing pleasure and satisfac- 
tion each term. I consider it superior to any other work on physics in its adapta- 
tion to our high schools and academies. Its illustrations are superb— better 
than three times their number of pages of fine print. 

From A. Schuyler, Prof, cf Mathematics in Baldwin University, Eerea, Ohio. 

After a careful examination of Peck's Ganot's Natural Philosophy, and an actual 
fest of its merits as a text-book, I can heartily recommend it as admirably adapted 
to meet the wants of the grade of students for which it is intended. Its diagrams 
and illustrations are unrivaled. We use it in the Baldwin University. 

From D. C. Van Norman, Principal Van Norman Institute, New York. 
The Natural Philosophy of M. Ganot. edited by Prof. Peck, is, in my opinion, 
the best work of its kind, for the use intended, ever published in this country. 
Whether regarded in relation to the natural order of the topics, the precision and 
clearness of its definitions, or the fullness and beauty of its illustrations, it is cer- 
tainly, I think, an advance. 



JS?" For many similar testimonials, see current numbers of the Illustrated Ed 
ucational B»'"'etin. 



The National Series of Standard School- "Books, 

NATURAL SCIENCE-Continued. 

CHEMISTRY. 

Porter's First Book of Chemistry, ... 41 oo 
Porter's Principles of Chemistry, . • . . 2 00 

The above are widely known as the productions of one of the most 
eminent scientific men of America. The extreme simplicity in the method 
of presenting the science, while exhaustively treated, has excited uni- 
versal commendation. Apparatus adequate to the performance of every 
experiment mentioned, may be bad of the publishers for a trifling sum. 
The effort to popularize the science is a great success. It is now within 
the reach of the poorest and least capable at once. 

Darby's Text-Book of Chemistry, • • • . 1 75 

Purely a Chemistry, divesting the subject of matters comparatively 
foreign to it (such as heat, light, electricity, etc.), but usually allowed to 
engross too much attention in ordinary school-books. 

Gregory's Organic Chemistry, 2 50 

Gregory's Inorganic Chemistry, 2 so 

The science exhaustively treated. For colleges and medical students. 

Steele's Fourteen Weeks' Course, ■ • , • . * so 

A successful effort to reduce the study to the limits of a sinrfc term, 
thereby making feasible its general introduction in institutions of every 
character The author's felicity of style and success in making the 
6cience pre-eminently intereslitia are peculiarly noticeable features. 

Chemical Apparatus, to accompany "Porter" 20 00 
do do to accompany " Steele" 25 CO 

BOTANY. 
Thinker's First Lessons in Botany, .... 40 

For children. T'le technical terms are largely dispensed with in favor 
of an easy and familiar style adapted to the smallest learner. 

Wood's Object Lessons in Botany, • • • . l 50 
Wood's American Botanist and Florist, . . 2 50 
Wood's New Class-Book of Botany, • • • 3 50 

The standard text-books of the United States in this department. In 
style they are simple, popular, and lively; in arrangement, easy and nat- 
ural; in description, graphic and strictly exact. The Tables for Analysis 
ar.; reduced to a perfect system. More are annually sold than of all others 
combined. 

Darby's Southern Botany, 2 00 

Embracing general Structural and Physiological Botany, with vegetable 
products, and descriptions of Southern plants, and a. complete Flora of 
the Southern States. „, 



The National Series of Standard School-^Books. 

NATURAL SCIENCE-Continued 

PHYSIOLOGY. 

Jarvis' Elements cf Physiology, % ?3 

Jarvis' Physiology and Laws of Health, . l en 

The only books extant which approach this subject with a proper view ' 

of the true object of teaching Physiology in schools, viz., that scholars 
may know how to take care of their owa health. In bold contrast with 
the abstract Anatomies, which children learn as they would Greek or 
Latin (and forget as soon), to discipline the mind, are these text-books, 
using the. science as a secondary consideration, and only so far as is 
necessary for the comprehension, of the laws of health. 

Hamilton's Vegetable & Animal Physiology, 1 25 

The two branches of the science combined in one volume lead the stu- 
dent to a proper comprehension of the Analogies of Nature. 

ASTRONOMY. 
Steele's Fourteen Weeks' Course, 1 50 

Reduced to a single term, and better adapted to school use than any 
work heretofore published. Not written for the information of scientific 
men, but for the inspiration of youth, the pages are not burdened with a 
multitude of figures which no memory could possibly retain. The whole 
subject is presented in a clear and concise form. 

Willard's School Astronomy, l oo 

By means of clear and attractive illustrations, addressing the eye in 
many cases by analogies, careful definitions of all necessary technical 
terms, a cai eful avoidance of verbiage and unimportant matter, particular 
attention to analysis, and a general adoption of the simplest methods, 
Mrs. Willard has made the best and most attractive elementary Astron- 
omy extant. 

Mclntyre's Astronomy and the Globes, • . i 59 

A complete treatise for intermediate classes. Highly approved. 

Bartlett's Spherical Astronomy, 5 oo 

The West Point course, for advanced classes, with applications to the 
current wants of Navigation, Geography, and Chronology. 

NATURAL HISTORY. 
Carl's Child's Book of Natural History, . . 50 

Illustrating the Animal. Vegetable, and Mineral Kingdoms, with appli- 
cation to the Arts. For beginners. Beautifully and copiously illustrated. 

ZOOLOGY. 
Chambers' Elements of Zoology, 1 50 

A complete and comprehensive Fystem of Zoology, adapted fir nca 
demic instruction, presenting a systematic view of the Animal Kingdom 
as a portion of external Nature. 

23 



National Series of Standard Sc/toot- Books. 

Jams' Physiology and Laws of Health. 

TESTIMONIALS. 
From Sam-tiki, B. MoLane, Superintendent Public Schools, Keokuk; Iowa. 
I ain glad to nee a really good text-book on this much neglected branch. This ia 
clear, concise, accurate, and eminently adapted to the class-mam. 

From William F. Wykrs, Principal of Academy, West Chester, Pennsylvania. 

A thorough examination has satisfied me of its superior claims as a text-book to the 
attention of teacher and taught. I shall introduce it at once. 

From II. R. pA>-FORr>, Principal of East Genesee Conference Seminary, .V. Y. 

" Jarvis' Physiology" is received, and fully met our expectations. We immediately 
adopted it. 

From Isaac T. Goodnow, State Superintendent of Kansas — published in connection 
with the " School Laio." 

"Jarvis' Physiology," a common-sense, practical work, with just enough of anat- 
omy to understand the physiological portions. The last six pages, on Man's Kespon 
sibility for his own health, are worth the price of the book. 

From D. W. Stevens, Superintendent Public Schools, Fall River, Mass. 

I have examined Jarvis' " Physiology and Laws of Health," which you had the 
kindness to send to me a short time ago. In my judgment it is far the best work o( 
the ki.id within my knowledge. It has been adopted as a text-book ill our public 
schools. 

From. Henry G. Denny, Chairman Rook Committee, Boston, Mass. 

The very excellent " Physiology " of P. Jarvis I had introduced into our High 
School, where the study had been temporarily dropped, believing it to be by far the 
best work of the kind that had come under my observation; indeed, the reintroduc- 
tion of the study was delayed for some months, because Dr. Jarvis' book could not be 
had, and we were unwilling to take any other. 

From Prof. A. P. Peaisodt, D.D., LL.D., Harvard University. 
»* • I have been in the habit of examining school-books with great care, and I 
hesitate not to say that, of all the text-books on Physiology which have been given to 
the public, Dr. Jarvis' deserves the first place on the score of accuracy, thoroughness, 
method, simplicity of statement, and constant reference to topics of practical interest 
and utility. 

From James N. Townsenp, Superintendent Public Schools, Hudson, X. Y. 
Every human being is appointed to take charge of bis own body; and of all books 
written upon this subject, I know of none which will so well prepare one to do this as 
•'Jarvis' Physiology" — that is, in so small a compass of matter. It considers the 
pure, simple laws of health paramount to science: and though the work is thoroughly 
scientific, it is divested of all cumbrous technicalities, and presents the subject of phy- 
sical life in a manner and style really charming. It is unquestionably the best text- 
book on physiology I have ever seen. It is giving great satisfaction in the schools of 
this city, where it has been adopted as the standard. 

From L. J. Saiifobd, II. D., Prof. Anatomy and Physiology in Yale College 
Books on human physiology, designed for the use of schools, are more generally a 
failure perhaps than are school-books on most other subjects. 

The great want in this department is met, we think, ill the well-written treatise o| 
Dr. Jarvis, entitled " Physiology and Laws of Health." * * The work is not t.»> 
detailed nor too expansive in any department, and is clear and concise in all It is 
not burdened with an excess of anatomical description, nor rendered discursive by 
many zoological references. Anatomical statements are made to the extent of quali. 
fying the student to attend, understanding^, to an exposition of those functional pro- 
cesses which, collectively, make up health; thus the laws of health are enunciated, 
and many suggestions are given which, if heeded, will tend to its preservation. 



(W~ Tor further testimony of similar character, see current numbers of the Illu.. 
(rated F.ducatioual Bulletin. 

21 



The National Series of Standard School-Books. 

NATURAL SCIENCE. 



"FOURTEEN WEEKS" IN EACH BEANCH, 

By J. DORMAN STEELE, A. M. 

Steele's 14 Weeks Course in Chemistry . $l so 

Steele's 14 Weeks Course in Astronomy ■ i sa 

Steele's 14 Weeks Course in Philosophy • i so 

Steele's 14 Weeks Course in Geology. • l 50 

The unparalleled success of the first volume, "14 Weeks in Cliemistry" encour- 
aged the publishers to project a complete course upon a similar plan, and designed 
to make the Natural Sciences popular. 

Our Test-Books in these studies are, as a general thing, dull and uninteresting. 
They contain from 400 to 603 pages of dry facts and unconnected details. They 
abound in that which the student cannot learn, much less remember. The pupil 
commences the study, i3 confused by the fine print and coarse print, and neither 
knowing exactly what to learn nor what to hasten over, is crowded through the 
single term generally assigned to each branch, and frequently comes to the close 
without a definite and exact idea of a single scientific principle. 

Steele's Fourteen Weeks Courses contain only that which every well-informed 
person should know, while all that which concerns only the professional scientist 
is omitted. The language is clear, simple, and interesting, and the illustrations 
bring the subject within the range of home life and daily experience. They give 
such of the general principles and the prominent fact3 as a pupil can make famil- 
iar a3 household words within a single term. The type i3 large and open ; there 
is no fine print to annoy ; the cut3 are copies of genuine experiments or natural 
phenomena, and arc of fine execution. 

In fine, by a system of condensation peculiarly his own, the author reduces each 
branch to the limits of a single term of study, while sacrificing nothing that is es- 
sential, and nothing that is usually retained from the study of the larger manuals 
in common use. Thus the student has rare opportunity to economize his time, or 
rather to employ that which he has to the best advantage. 

A notable feature i3 the author's charming " style," fortified by an enthusiasm 
over his subject ia which the student will not fail to partake. Believing that 
Natural Science i3 full of fascination, he has moulded it into a form that attracts 
the attention and kindles the enthusiasm of the pupil. 

The recent editions contain the author's "Practical Questions" on a plan never 
before attempted in scientific text-books. These are questions as to the nature 
and cause of common phenomena, and are not directly answered in the text, the 
design being to test and promote an intelligent use of the student's knowledge of 
the foregoing principles. 

Steele's General Key to his Works- • • • *i so 

This work is mainly composed of Answers to the Practical Questions and Solu- 
tions of the Problems in the author's celebrated "Fourteen Weeks Courses " in 
the several sciences, with many hints to teachers, minor Tables, <fcc. Should bo 
on every teacher's desk. 

25 



Yhe National Series of Standard Sc/iool-'jBooks. 

Steele's 14 Weeks in each Science. 

TESTIMONIALS. 

From L. A. Bikxe, President N. C. College. 
I have not been disappointed. Shall take pleasure in introducing this series. 

From J. F. Cox, Prest. Southern Female College, Ga. 
I am much pleased with these books, and expect to introduce them. 

From J. K. Braniiam, Prin. Brownsville Female College, Term. 
They are capital little books, and are now in use in our institution. 

From W. n. Goodale, Professor Readvale Seminary, La. 
We are usiiig your 1-t Weeks Course, and are much pleased with them. 

From W. A. Boles, Supl. Shelbyville Graded School, Ind. 
They are as entertaining as a story book, and much more improving to the mind. 

From S. A. Snow, Principal cf High School, L'xbridgc, Macs. 

Steele's 1 1 Weeks Courses in the Sciences are a perfect success. 

Froxi Joiix W. Dotjghty, Keivburg Free Academy, N. Y. 

I was prepared to f nd Prof. Steele's Course both attractive and instructive. My 
highest expectations have been fully realized. 

From J. S. Elackwell, Prcct. Ghent College, I'y. 

Prof. Steele's unexampled success in providing for the wants of academic classes, 
has led me to look lorward with high anticipations to his forthcoming issue. 

From J. F. Cook, Prect. La Grange College, Mo. 

I am pleased with the neatness of these books and the delightful diction. I have 
been teaching for years, and have never seen a lovelier little volume than the As- 
tronomy. 

From LI. W. Smith, Prin. cf High School, Uorricon, HI. 

They seem to me to be admirably adapted to (ho wants of a public school, con- 
taining, as they do, a sufficiently comprehensive arrangement of elementary prin- 
ciples to excite a healthy thirst for a more thorough knowledge of those sciences. 

From J. D. Bartley, Prin. cf LTigh School, Concord, K. LT. 

They are just such books as I have looked for, viz., those of interesting style, 
not cumbersome and filled up with things to be omitted by the pupil, and yet suf- 
ficiently full of facts for the purpose of most scholars in these sciences in our high 
schools ; there is nothing but what a pupil of average ability cau thoroughly 
master. 

From Alonzo Norton Lewis, Principal of Parker Academy, Conn. 

I consider Steele's Fourteen Weeks Courses in Philosophy, Chemistry, &c, the 
best school-books that have teen issued in this country. 

As an introduction to the various branches of which they treat, and especially 
for that numerous class of pupils who have not the time for a more extended 
course, I consider them invaluable. 

From Edward Brooks, Prin. State Normal School, Millersville, Pa. 

At the meeting of Normal School Principals. I presented the following resolu- 
tion, which was unanimously adopted: " Rewired, That Steele's 14 Weeks 
Courses in Natural Philosophy and Astronomy, or an amount equivalent to what 
is contained in them, be adopted for use in the State Normal Schools of Pennsyl- 
vania." The works themselves will be adopted Ly at least three of the schools, 
and, I presume, by them all. 

26 



27ie National Series of Standard School-Sooks. 

MODERN LANGUAGE. 

French and English Primer, $13 

German and English Primer, 10 

Spanish and English Primer, io 

The names of common objects properly illustrated and arranged in easy 
lessons. 

Ledru's French Fables, 75 

Ledru's French Grammar, • l co 

Ledru's French Reader, • • • • ..... l oo 

The author's long experience has enabled him to present fir; most thor- 
oughly practical text-books extant, in this branch. The system of pro- 
nunciation (by phonetic illustration) is original with this author, and will 
commend itself to all American teachers, as it enables their pupils to se- 
cure an absolutely correct pronunciation without the assistance of a natives 
master. This feature is peculiarly valuable also to " self-taught" student;. 
The directions for ascertaining the gender of French nouns — also a great 
-Btumbliug-block — are peculiar to this work, and will be found remarkably 
competent to the end proposed. The criticism of teachers and t!i; to-t of 
the school-room is invited to this excellent series, with conliaeueo. 

Worman's French Echo, i 25 

To teach conversational French by actual practice, on an entirely new 
plan, which recognizes the importance of the student learning to think in 
the language which be speaks. It furnishes an extensive vocabulary of 
words and expressions iu common use, and suffices to free the learner 
from the embarrassments which the peculiarities of his own tongue are 
likely to be to him, and to make Lim thoroughly familiar with the use 
of proper idioms. 

Worman's German Echo, 1 25 

On the same plan. See Worman's German Scries, pags 29. 

Pujol's Complete French Class-Dook, • • . 2 25 

Offers, in one volume, methodically arranged, a comolete French cou-so 
— usually embraced in series of from five to twelve books, including f.13 
bulky and expensive Lexicon. Here are Grammar, Conversation, and 
c'.ioice Literature — selected from the best French authors. Each branc'i 
is thoroughly handled ; and the student, having diligently completed th3 
course" as prescribed, may consider himself, without further application, 
aufait in the most polite and elegant languagj of modern times. 

Maurice-Poitevin's Grammaire Francaise,^ 1 00 

American schools are at last supplied with an American edition of this 
famous text-book. Many of our best institutions have for years been pro- 
curing it from abroad rather than forego the advantages it offers. The 
policy of putting students who have acquired some proficiency from the 
ordinary text-books, into a Grammar written in the vernacular, can n:fc 
be too highly commended. It affords an opportunity for finish and review 
at once ; while embodying abundant practice of its own rules. 

Willard's Historia de los Estados Unidos, • 2 00 

The History of the United States, translated by Professors Toi.on and 
De Torjjos, will be found a valuable, instructive, and entertaining read- 
ing-book for Spanish classes. • 

2tl 



The National Series o'f Standard Setwol-Ttooks. 

Pujol's Complete French Class-Book. 

TESTIMONIALS. 
From Prop. Elias Peissner, Union College. 
I take great pleasure in recommending Pujol and Van Norman's French Class- 
Book, as there is no French grammar or class-book which can be compered with 
it in completeness, system, clearness, and general utility. 

From Edvat.d North, President of Hamilton College. 
I have carefully examined Pujol and Van Norman's French Class-Book, and am 
satisfied of its superiority, for college purposes, over any other heretolore used. 
\v e shall not fail to use it with our next class iu French. 

From A. Curtis, Pr< s't of Cincinnati Literary and Scientific Institute. 
I am confident that it may bo made an instrument in conveying to the student, 
in from sis months to a year, the art of speaking and writing the French with 
almost native fluency and propriety. 

From nrr.Aii Orcutt, A. II., Piin. Glenwood and Tilden Ladies' Seminaries. 

I have used Pujol's French Grammar in my two seminaries, exclusively, for 
more than a y.'ar, and Lave no hesitation in saying that I regard it ihe best text- 
book in this department extant. And my opinion is confirmed by the testis nny 
of Prof. F. Be Launay and Mademoiselle Harinclin. They assure me that ll.e 
book is eminently accurate and practical, as tested ia the school-room. 

From Prop. Tnro. F. Be Ftjiiat, Hebrew Educational Institute, Memphis, Tenn. 
M. Pujol's French Grammar is one of the best and cost practical works. The 
French language is choseu and element ia ctyle — modern aid easy. It is far su- 
perior to the other French class-books in this country. The selection of the con- 
versational part is very good, and will interest pupils ; and being all c< n i leti d in 
only one volume, it is especially desirable to have it introduced in our schools. 

From Prop. Ja;ie3 n. Voeiian, Bordcntoicn Female College, K. J. 
The work i 3 upon the same plan as the text-books for the study of French and 
English published in Berlin, for the study of those who la\e rot the aid of a 
teacher, and the e books arc considered, by the first authorities, the best books. 
Iu most of cur institutions, Americans teach the modern languages, and hereto- 
fore the trouble has been to give them a text-look that world dispose of the 
difficulties of the French pronunciation. This didculry is successfully removed 
by P. and Van N., and I have every reason to bciicve it v. ill soon make its way 
into most of our best schools. 

From Prop. Charles fj. Bod, Ann Smith Academy, Lexington, Ya. 
' I cannot do better than to recommend "Pujcl and Van Norman.' 1 Tor compre- 
hensive an 1 systematic arrangement, progressive and (borough development of 
all grammatical principles and idioms, with, a due admixture of theoretical knov 1- 
4dge and practical exercise, Ircgard it a3 superior to any (other) book oi the kind. 

From A. A. Forster, Prin. Findvurst School, Toronto, C. W. 
I have great satisfaction in bearing testimony to II. Tujcl's System of French 
Instruction, as given in his complete clcss-hcoK. F< r clearness and comprehen- 
siveness, adapted for all classes cf pupil's, I have found it superior to cry other 
work of the land, and have now used it for some years in my establishment with 
great success. 

From Prop. Otto Fedder, Maplewood Institute, Flit fiJd, Mass. 
The conversational exercises will prove an immense saving cf the 1 ardesl kind 
of labor to teachers. There is scarcely any thing more trying in the way of 
t sachin ; 1 mgnage, than to rack y< nr brain for short and c-isily intelligil le 1 its 
i if '• nversation, and t i repeat fhfliu time and again with no better icsrlt than 
extorting at long intervals a doubting ''oui," or a hesitating " non, monsieur." 



£W For further testimony of a similar character, sec special circular, and 
current numbers of the Educational Bulletin. 

28 



The National Series o f Standard School-33ooks. 

GERMAN. 



— O*-^-*-^*— 



A COMPLETE COUESE IN THE GEEMAN. 

By JAMES H. WORMAN, A. M. 

Worman's Elementary German Grammar -Si go 
Worman's Complete German Grammar . 2 co 

These volumes are designed for intermediate and advanced classes respectively. 
The bitterness with which they have been attacked, and their extraordinary suc- 
cess in the face of an unprincipled opposition, are facts whicLhave stamped them 
as possessing unparalleled merit. 

Though following the same general method with "Otto" (that of 'Gaspey'), 
our author d-ffers essentially in its application. He is more practical, more sys- 
tematic, mere accurate, and besides introduces a number of invaluable features 
which uave never before been combined in a German grammar. 

Among other things, it may be claimed for Prof. Worman that he has been 
the first to introduce in an American text-book for learning German, a system 
of analogy and comparison with other languages. Our best teachers are also 
enthusiastic about his methods of inculcating the art of speaking, of understanding 
the spoken language, of correct pronunciation ; the sensible and convenient origi- 
nal classification of nouns (in four declensions), and of irregular verbs, also de- 
serves much praise. We also note the U6e of heavy type to indicate etymological 
changes in the paradigms, »nd, in the exercises, the parts which specially illustrate 
preceding rules. 

Worman's German Reader $1 75 

The finest compilation cf classical and standard German Literature ever offered 
to American students. It embraces, progressively arranged, selections from the 
masterpieces of Goethe, Schiller, Korner, Seume, Uhland, Freiligrath, Heine, 
Schlegel, Holty, Lenau, Wieland, Herder, Lessing, Kant, Fichte, Schelling, Win- 
kclmcnn, Humboldt, Ranke, Itaumer, Menzel, Gervinus, &c, and contains com- 
plete Goethe's " Iptigenie," Schiller's " Jungfrau ;" also, for instruction in mod- 
ern conversational German, Benedix's " Eigenshm." 

There are besides, Biographical Sketches of each author contributing, Notes, 
explanatory and philological (after the text), Grammatical References to all lead- 
ing grammars, as well as the editor's own, and an adequate Vocabulary. 

Worman's German Echo $1 25 

Consists of exercises in colloquial style entirely in the German, with an ade- 
quate vocabulary, not only of words but of idioms. The object of the system c.c- 
velopcd in this work (and its companion volume in the French) is to break up the 
laborious and tedious habit of translating the thoughts, which is the student's 
most effectual bar to fluent conversation, and to lead him to think in the languags 
In which he epeaks. As the exercises illustrate scenes in actual life, a considera- 
ble knowledge of the manners ai:d customs of the German pcopla ia also acquired 
from the use of this manual. 

29 



The National Series of Sta?idard School- Sfoofcs. 

» — — 

Worman's German Grammars. 

TESTIMONIALS. 

From Prof. It. AY. Jones, Petersburg Female College, Ya. 
From what I have seen of the work it is almost certain / shall introduce it into 
this institution. 

From Prof. G. Campbell, University of Minnesota. 
A valuable addition to our school-books, and will find many friends, and do great 
good. 

From Prof. O. II T. ConrcEW, Mary Military Inst , Md. 
I am better pleased with them than any I have ever taught. I have already ordered 
through our booksellers. 

From Prof. E. S. Kendall, Vernon Academy, Conn. 
I at once put the Elementary Grammar into the hands of a class of beginners, and 
have used it with great satisfaction. 

From Prof. D. E. IIoL.ur.3, Cerlin Academy, Wis. 
Wormana German works are su2Jsrior. I Ehail use them hereafter in my German 
classes. 

From Prof. Magnot Euciiiioltz, Hiram College, Ohio. 
I have examined the Complete Grammar, and find it excellent. You may rely that 
it will be used here. 

From Prin. Tnos. W. Tobev, Paducah Female- Seminary, Ky. 
The Compbta German Grammar U worthy of a» extensive circulation. It is ad- 
mirably adapted to the class-room. I shall use it. 

From, Prof. Alex. Kosenspitz, Houston Academy, Texas. 
Bearer will take and pay for G dozen copies. Mr. "Wormaa deserves the approbation 
and esteem of the teacher and the thankj of tho student. 

From Prof. G. Malmene, Augusta Seminary, Maine. 
The Complete Grammar cannot fail lo givi great cztisfaction by tho simplicity 
of its arrangement, and by its completeness. 

From Prin. Oval Picket, Clirislian University, Ho. 
Just such, a series as is positively necessary. I do hope tho author will succeed as 
well la the French, &c, as he haj ia the German. 

From Prof. S. D. IIillhan, Dickinson College, Pa. 
The class hav2 lately commenced, and my examination thus far warrants me in say- 
ing that I regard it as the bisi grammar fj. 1 instruction i.a the German. 

From Prin. Silas Livep.more, EloomjielJ, Seminary, Mo. 
I liavs found a clissically and scientifically educated Prussian gentleman whom I 
proposj ti mak I Gsrm m instructor. I have shown him both your German grammars. 
lie has expressed his approbation of them generally. 

From Prof. Z. Test, Hncland School far Young Ladies, JK Y. 
I shall introduce tho books. From a cursory cxaminatloa I have no hesitation In 
pronouncing the Complete Grammar a decided improvement on tho text-books at 
present ia use in this country. 

From Prof. Lewis KisTLEr., Northwestern University, HI. 
Having looked through the Complete Grammar with som« care I must say that you 
have produced « good book ; you may be s.warded with tbin gratification — that your 
grammar promotes the facility of learning the German language, and of becoming 
acquainted with its rich literature. 

From Pres. J. P. Rous, Stockwell Collegiate, Inst., Ind. 
I supplied a class with the Elementary Grammar, and it gives complete satisfac- 
tion. The. conversational and reading exercise! are well calculated to illustrate the 
principles, and lead the student on au easy yet thorough course, I think tho Com 
plate Grammar equally attractive. 

30 



National Series of Sta?idard School-Soofcs. 

THE CLASSICS, 



LATIN. 
Silber's Latin Course, $1 25 

The book contains an Epitome of Latin Grammar, followed by Heading Exercises, 
■with explanatory Notes and copious References to the leading Latin Grammars, and 
also to the Epitome which precedes the work. Then follow a Latin-English Vocabu- 
lary and Exercises in Latin Prose Composition, being thus complete in itself, and a 
very suitable work to put in the hands of one about to study the language. 

Searing's Virgills ^neid, 2 25 

It contains only the first six books of the iEneid. 2. A very carefully constructed 
Dictionary. 3. Sufficiently copious Notes. 4. Grammatical references to four lead- 
ing Grammars. 5. Numerous Illustrations of the highest order, 6. A superb Map 
of the Mediterranean and adjacent countries. 7. Dr. S. H. Taylor's " Questions on 
the uEneid." 8. A Metrical Index, and an Essay on the Poetical Style. 9. A photo- 
graphic fac simile of an early Latin M.S. 10. The text according to Jahn, but para- 
graphed according to Ladewig. 11. Superior mechanical execution. 



Hanson's Latin Prose Book, 3 oo 

Hanson's Latin Poetry, 3 oo 

Andrews & Stoddard's Latin Grammar, *i 50 

Andrews' Questions on the Grammar, • *o 15 

Andrews' Latin Exercises, *i 25 

Andrews' Yiri Romae, *i 25 

Andrews' Sallust's Jugurthine War, &c. *l so 

Andrews' Eclogues & Georgics of Virgil, *i 50 

Andrews' Caesar's Commentaries, . . . . *i 50 

Andrews' Ovid's Metamorphoses, . . . *i 25 

GREEK. 

Crosby's Greek Grammar, 2 oo 

Crosby's Xenophon's Anabasis, i 25 

MYTHOLOGY. 
Dwight's Grecian and Roman Mythology. 

School edition, $1 25; University edition, *3 00 

A knowledge of the fables of antiquity, thus presented in a systematic form, is as 
indispensable to the student of general literature as to him who would peruse intelli- 
gently the classical authors. The mythological allusiona so frequent in literature are 
readily understood, with such 3, Key as this.. 

31 



The National Series of Standard School Sooks* 

ELOCUTION. 

-o-»-» »»- 

\¥atson's Practical Elocution $o 25 

A brief, clear, and most satisfactory treatise — same asm " Independent 
Fifth Reader." The subject fully illustrated by diagrams. 

Zachos' Analytic Elocution l 50 

All departments of elocution — such as the analysis of the voice and the 

sentence, phonology, rhythm, expression, gesture, &c are here arranged 

for instruction iu classes, illustrated by copious examples. 

Sherwood's Self Culture 1 00 

Self-culture in reading, cpeaking, and conversation — a very valuable 
treatise to those who would perfect themselves iu these accomplishments. 

S P E A K ER8. 

Northend's Lillle Orator, *60-Child's Speaker^ 

Two little works of the same grade but different selections, containing 
simple and attractive pieces for children under twelve years of age. 

Northend's National Orator *1 25 

About one hundred and seventy choice pieces happily arranged. The 
design of the author in making the selection has been to cultivate versa- 
tility of expression. 

Northend's Entertaining Dialogues • • • -*l 25 

Extracts eminently adapted to cultivate the dramatic faculties, as well 
as entertain an audience. 

Swett's Common School Speaker • . • .*1 25 

Selections lrom recent literature. 

Raymond's Patriotic Speaker *2 00 

A snperD compilation of modern eloquence and poetry, with original 
dramatic exercises. Nearly every eminent living orator is represented, 
without distinction of place or party. 

COMPOSITION, &c. 

^••-«>-o-^- 

Brookfield's First Book in Composition • 50 

Making the cultivation of this important art feasible for the smallest 
child. 15y a new method, to induce and stimulate thought. 

Boyd's Composition and Rhetoric • . • . l 50 

This work furnishes all the aid that is needful or can be desired in 
the various departments and styles of composition, bothinprcse and verse. 

Day's Art of Rhetoric 1 25 

Noted for exactness of definition, clear limitation, and philosophical 
development of subject; the large share of attention given to Invention, 
%s a branch of Rhetoric, and the unequalled analysis of style 

32 



National Series of Standard Sctiool-CBooks. 

LI TERATU RE, 

Cleveland's Compendiums .... each, $*2 50 

English Literature. American Literature. 

Eng. Lit. of XIX Century. Classical Literature. 
In these four volumes are gathered the cream of the literature of all ages for 
the school-room and the general reader. Their reputation is national. More 
than 125,000 copies have heen sold. 

Boyd's English Classics each, *l 25 

Milton's Paradise Lost. Thomson's Seasons. 

Young's Night Thoughts. Pollok's Course of Time. 

Cowper's Task, Table Talk, &c. Lord Bacon's Essays. 

This series of annotated editions of great English writers, in prose and poetry, 
is designed for critical reading and parsing in schools. Prof. J. R. Boyd proves 
himself an editor of high capacity, and the works themselves need no encomium. 
As auxiliary to the study of Belles Lettres, etc., these works have no equal. 

Pope's Essay on Man *20 

Pope's Homer's Iliad *80 

The metrical translation of the great poet of antiquity, and the matchless 
" Essay on the Nature and State of Man," hy Alexander Pope, afford superior 
exercise in literature and parsing. 

AESTHETICS. 



Huntington's Manual of the Fine Arts • -*i 75 

A view of the rise and progress of Art in different countries, a brief 
account of the most eminent masters of Art, and an analysis of the prin- 
ciples of Art. It is complete in itself, or may precede to advantage tho 
critical work of Lord Karnes. 

Boyd's Karnes' Elements of Criticism • -* 1 75 

The best edition of this standard work ; without the study of which 
none may be considered proficient in the science of the Perceptions. No 
other study can be pursued with so marked an effect upon the taste and 
refinement of the pupil. 

POLITICAL ECONOMY. 

Champlin's Lessons on Political Economy l 25 

An improvement on previous treatises, being shorter, yet containing 
every thing essential, with a view of recent questions in finance, otc, 
which is not elsewhere found. 

33 



The National Series of Standard School- SooJts. ' 

MENTAL JPHILOSOPHY. 

Mahan's Intellectual Philosophy . . . $l 75 

The subject exhaustively considered. The author has evinced learn- 
ing, candor, and independent thinking. 

Mahan's Science of Logic 2 oo 

A profound analysis of the laws of thought. The system possesses the 
merit of being intelligible and self consistent. In addition to the author's 
carefully elaborated views, it embraces results attained by the ablest 
minds of Great Britain, Germany, and France, in this department. 

Boyd's Elements of Logic 1 25 

A systematic and philosophic condensation of the subject, fortified with 
additions from Watts, Abercrombie, AYhately, &c. 

Watts on the Mind 50 

The Improvement of the Mind, by Isaae "Watts, is designed as a guide 
for the attainment of useful knowledge. As a text-book it is unparalleled ; 
and the discipline it affords cannot be too highly esteemed by the edu- 
cator. 

ORJ^LS~ 

Alden's Text-Book of Ethics CO 

For young pupils. To aid in systematizing the ethical teachings of 
the Bible, and point out the coincidences between the instructions of th6 
sacred volume and the sound conclusions of reason. 

Willard's Morals for the Young . . . . *75 

Lessons in conversational style to inculcate the elements of moral phi- 
losophy. The study is made attractive by narratives, and engravings. 

GOVERNMENT. 

Howe's Young Citizen's Catechism .... 75 

Explaining the duties of District, Town, City, County, State, and 
United States Officers, with rules for parliamentary and commercial busi- 
ness— that which every future " sovereign" ought to know, and so few 
are taught. 

Young's Lessons in Civil Government • . l 25 

A comprehensive view of Government, and abstract of the laws show- 
ing the rights, duties, and responsibilities of citizens. 

Mansfield's Political Manual l 25 

This is a complete view of the theory and practice of the General and 
State Governments of the United States, designed as a text-book. The 
author is an esteemed and able professor of constitutional law, widely 
known for his sagacious utterances in matters of statecraft through tho 
public press. Recent events teach with emphasis the vital necessity that 
the rising generation should comprehend the noble polity of the Amer- 
ican government, that they may act intelligently when endowed with a 
voice in it. 

u 



2%e National Series of Standard School-Books. 



AGHERS' AIDS 



Brooks' School Manual of Devotion ... 75 

This volume contains daily devotional exercises, consisting of a hymn, 
Belections of scripture for alternate reading by teacher and pupils, and a 
prayer. Its value for opening and closing school is apparent. 

Cleaveland's School Harmonist *70 

Contains appropriate tunes for each hymn in the " Manual of Devo- 
tion" described above. 

Ths Boy Soldier 75 

Complete iifantry taoHes for Bchonl?, with illustrations, for the use of 
thnse who would introduce this pleasing relaxation from the confining 

duties of the desk. 

Welch's Object Lessons l oo 



Invaluable for tearhers of primary schools. Contains ins best explana- 
tion of the Pcstahjzzian system. By its aid the proficiency of pupils and 
the general interest of the school may be increased ono huudred per cent. 

Tracy's School Record = . » . *75 

To record attendance, deportment, and scholarship; containing also 
many useful tables and suggestions to teachers, that are worth of them- 
selves the price of the book. 

Tracy's Pocket Record- . . *65 

A portable edition of the School Record, without the tables, &c 

Brooks' Teacher's Register *i oo 

Presents at one view a record of attendance, recitations, and deport- 
ment for the whole term. 

Carter's Record and Roll-Book *2 go 

For largo graded schools. 

National School Diary, per dozen *i oo 

A little book of blank forms for weekly report of the standing of each 
scholar, from teacher to parent. A great convenience. 

85 



The National 2'eache?'s' Zibrary. 
THE 

TEACHER'S LIBRARY. 

The Metric System— Davies $*i 50 

Considered with reference to its general introduction, and embracing the 
views of John Quiney Adams and Sir John HerscheL 

The Student— Phelps *1 50 

The Educator— Phelps *i 50 

The Discipline of Life-Phelps *l 75 

The authoress of these works is one of the most distinguished writers 
on education ; and they cannot fail to prove a valuable addition to the 
School and Teachers' Libraries, being in a high degree both interesting 
and instructive. 

A Scientific Basis of Education— Hecker • *2 50 

Adaptation of study and classification by temperaments. 

Object Lessons— Welch • *i oo 

This is a complete exposition of the popular modern system of "object- 
teaching," for teachers of primary classes. 

Theory and Practice of Teaching— Page -*l so 

This volume has, without doubt, been read by two hundred thousand 
teachers, and its popularity remains undiminished — large editions being 
exhausted yearly. It was the pioneer, as it is now the patriarch of 
professional works for teachers. 

The Graded School— Wells *i 25 

The proper way to organize graded schools is here illustrated. Tha 
author has availed himself of the best elements of the several systems 
prevalent in Boston, New York, Philadelphia, Cincinnati, St. Louis, and 
other cities. 

The Normal— Holbrook *l 75 

Carries a working school on its visit to teachers, showing the most ap- 
proved methods of teaching all the common branches, including the tech- 
nicalities, explanations, demonstrations, and definitions introductory and 
peculiar to each branch. 

The Teachers' Institute— Fowle *i 25 

This is a volume of suggestions inspired by the author's experience at 
institutes, in the instruction of young teachers. A thousand points of in- 
terest to this class are most satisfactorily dealt with. 

26 



The National Teachers' Zibrary. 

The Teacher and the Parent— Northend . 1*1 50 

A treatise upon comraon-school education, designed to lead teachers to 
view their calling in its true light, and to stimulate them to fidelity. 

The Teachers' Assistant— Northend • . .*i so 

A natural continuation of the author's, previous work, more directly | 

calculated for daily use in the administration of school discipline and in- \. 

Btruction. ; 

School Government— Jewell *1 so 

Full of advanced ideas on the subject which its title indicates. The cri- 
ticisms upon current theories of punishment and schemes of administra- 
tion have excited general attention and comment. 

Grammatical Diagrams— Jewell *i oo 

The diagram system of teaching grammar explained, defended, and 
improved. The curious in literature, the searcher for truth, those inter- 
ested in new inventions, as well as the disciples of Prof. Clark, who would 
see their favorite theory fairly treated, all want this book. Tliere are 
many who would like to be made familiar with this system before risking 
its use in a class. The opportunity is here afforded. 

The Complete Examiner— Stone *i 25 

Consists of a series of questions on every English branch of school and 
academic instruction, with reference to a given page or article of leading 
tsxt-books where the answer may be found in full. Prepared to aid 
teachers in securing certificates, pupils in preparing for promotion, and 
teachers in selecting review questions. 

School Amusements— Root *i 50 

To assist teachers in making the school interesting, with hints upon the 
management of the school-room. Rules for military and gymnastic exer- 
cises are included. Illustrated by diagrams. 

Institute Lectures on Mental and Moral 

Culture— Bates *i 50 

These lectures, originally delivered before institutes, are based upon 
various topics of interest to the teacher. The volume is calculated to 
preparo the will, awaken the inquiry, and stimulates the thought of the 
zealous teacher. 

Method of Teachers' Institutes— Bates . . .* 76 

Sets forth tho best method of conducting institntes, with a detailed ac- 
count of the object, organization, plan of instruction, and truo theory of 
education on wliich such instruction should be based. 

History and Progress of Education • -* 1 50 

The systems of education prevailing in all nations and ages, the gradual 
advance to the present time, and the bearing of the past upon the present 
in this regard, are worthy of the careful inyestigation of all concerned in 
the cause. 

37 



7%e National Teachers' Library. 

American Education— Mansfield $1 50 

A treatise on the principles and elements of education, as practiced in 
this couutry, with ideas towards distinctive republican and Christian edu- 
cation. 

American Institutions— De Tocquevilb • -*l so 

A valuable index to the genius of our Government. 

Universal Education— Mayhew ** ^5 

The subject is approached with the clear, keen perception of one who 
has observed its necessity, and realized its feasibility and expediency 
alike. The redeeming and elevating power of improved common schools 
constitutes the inspiration of the volume. 

Higher Christian Education— Dwight • • -*l 50 

A treatise on the principles and spirit, the modes, directions, and ra- 
sults of all true teaching; showing that right education should appeal to 
every element of enthusiasm in the teacher's nature. 

Oral Training Lessons— Barnard .... * 

The object of this very useful work is to furnish material for instruc- 
tors to impart orally to their classes, in branches not usually taught in 
common schools, embracing all departments of Natural Science and 
much general knowledge. 

Lectures on Natural History— Chadbourne :: 75 

Affording many themes for oral instruction in this interesting science — 
especially in schools where it is not pursued as a class exercise. 

Outlines of Mathematical Science— Davies *l oo 

A manual suggesting the best methods of presenting mathematical in- 
struction on the part of the teacher, with that comprehensive view of the 
whole which is necessary to the intelligent treatment of a part, in science. 

Logic & Utility of Mathematics— Davies • -*l 50 

An elaborate and lucid exposition of the principles which lie at the 
foundation of pure mathematics, with a highly ingenious application of 
their results to the development of the essential idea of the different 
branches of the science. 

Mathematical Dictionary— Davies & Peck .*B oo 

This cyclopsedia of mathematical science defines with completeness, 
precision and accuracy, every technical term, thus constituting a popular 
treatise on each branch, and a general view of the whole subject. 

School Architecture— Barnard * 2 25 

Attention is here called to the vital connection between a good school- 
house and a good school, with plans and specifications fur securing the 
former in the most economical and satisfactory manner. 

33 



National School library. 



The two elements of instruction and entertainment were never more happiry com- 
bined than in this collection of standard books. Children and adults ailke -will hero 
find ample food for the mind, of the sort that is easily digested, whiie not degene- 
rating to the level of modern romance. 

LIBRARY OF LITERATURE. 

Milton's Paradise Lost Boyd's Illustrated Ed.$l 60 

Young's Night Thoughts .... do. . . l 60 

Cowper's Task, Table Talk, &c. -do. . . l 60 

Thomson's Seasons do. . . l 60 

Pollok's Course of Time .... do. . . l 60 

These great moral poems are known wherever the English language is 
read, and are regarded as models of the best and purest literature. The 
books are beautifully illustrated, and notes explain all doubtful mean- 
ings, and furnish other matter of intsrest to the general reader. 

Lord Bacon's Essays, (Boyd's Edition.). . . . 1 60 

Another grand English classic, affording the highest example of purity 
in language and style. 

The Iliad Of Homer. Translated by Pope. . . 80 

Those who are unable to read this greatest of ancient writers in the 
original, should not fail to avail themselves of tMs metrical version by an 
eminent scholar and poet. 

The Poets of Connecticut— Everest • • • . l 76 

With the biographical sketches, this volume forms a complete history 
of tha poetical literature of the State. 

The Son of a Genius— Holland 75 

A juvenile classic which never wears out, and finds many interested 
readers in every generation of youth. 

Lady Willoughby i oo 

The diary of a wife and mother. An historical romance of the seven- 
teenth century. At once beautiful and pathetic, entertaining and in- 
structive. 

The Rhyming Dictionary— Walker • • • . l 25 

A serviceable manual to composers of rhythmical matter, being a com- 
plete index of allowable rhymes. 

89 



National School Zibrary. 



LITER ATURE-Continued. 

Compendium of Eng. Literature— Cleveland,^ 50 
English Literature of XIX Century . . do . . 2 50 
Compendium of American Literature do . .2 50 
Compendium of Classical Literature • do . . 2 50 

Nearly one hundred and fifty thousand volumes of Prof. Cleveland's inim- 
itable compendiums have been sold. Taken together they present a complete 
view of literature " from Homer to Holmes— from the first Greek to the latest 
American author." To the man who can afford but a few books these will sup- 
ply the place of an extensive library. From commendations of the very highest 
authorities the following extracts will give some idea of the enthusiasm with 
which the works are regarded by scholars : 

With the Bible and your volumes one might leave libraries without very pain- 
ful regret, — The work cannot be found from which in the same limits so much 
interesting and valuable information may be obtained. — Good taste, fine scholar- 
ship, familiar acquaintance with literature, unwearied industry, tact acquired by 
practice, an interest in the culture of the young, and regard for truth, purity, 
philanthropy and religion are united in Mr. Cleveland. — A judgment clear and 
impartial, a taste at once delicate and severe. — The biographies are just and 
discriminating. — An admirable bird's eye view. — Acquaints the reader with the 
characteristic method, tone, and quality of each writer.— Succinct, carefully 
written, and wonderfully comprehensive in detail, etc., etc. 

Milton's Poetical Works— Cleveland ... 2 50 

This is the very best edition of the great Poet. It includes a life of the author, 
notes, dissertations on each poem, a faultless text, and is the only edition of 
Milton with a complete verbal Index. 



LIBRARY OF REFERENCE. 
Home Cyclopaedia of Chronology . ... 3 00 

An index to the sources of knowledge— a dictionary of dates. 

Home Cyclopaedia of Geography 3 oo 

A complete gazetteer of the world. 

Home Cyclopaedia of Useful Arts . ... 3 00 

Covering the principles and practice of modern scientific enterprise, with a 
record of important inventions in agriculture, architecture, domestic economy, 
engineering, machinery, manufactures, mining, photogenic and telegraphic ait, 

Home Cyclopaedia of Literature & Fine Arts 3 oo 

A complete index to all terms employed in belles lettres, philosophy, theolory, 
law, mythology, painting, music? sculpture, architecture, and all kindred arts. 

40 



National School Zibrary. 



LIBRARY OF TRAVEL. 
Life in the Sandwich Islands— Cheever • -$i 50 

The "heart of the Pacific, as it was and is," shows most vividly the 
contrast between the depth of degradation and barbarism, and the light 
and liberty of civilization, so rapidly realized in these islands under the 
humanizing influence of the Christian religion. Illustrated. 

Peruvian Antiquities— Von Tschudi- • • . l 50 
Travels in Peru— Yon Tschudi i 50 

The first of these volumes affords whatever information has been at- 
tained by travelers and men of science concerning the extinct people who 
once inhabited Peru, and who have left behind them many relics of a 
wonderful civilization. The "Travels" furnish valuable information 
concerning the country and its inhabitants as they now are. Illustrated. 

Ancient Monasteries of the East— Curzon • l 50 

The exploration of these ancient seats of learning has thrown much 
light upon the researches of the historian, the philologist, and the theo- 
logian, as well as the general student of antiquity. Illustrated. 

Discoveries in Babylon & Nineveh— Layard 1 75 

Valuable alike for the information imparted with regard to these most 
Interesting ruins, and the pleasant adventures and observations of the 
author in regions that to most men seem like Fairyland. Illustrated. 

A Run Through Europe— Benedict, • • • • 2 oo 

A work replete with instruction and interest. 

St. Petersburgh— Jermann 1 00 

Americans are less familiar with the history and social customs of the 
Russian people than those of any other modern civilized nation. Oppor- 
tunities such as this book affords are not, therefore, to be neglected. 

The Polar Regions— Osborn 1 25 

A thrilling and intensely interesting narrative of one of the famous ex- 
peditions in search of Sir John Franklin— unsuccessful in its main object, 
but adding many facts to the repertoire of science. 

Thirteen Months in the Confederate Army 75 

The author, a northern man conscripted into the Confederate service, 
and rising from the ranks by soldierly conduct to positions of responsi- 
bility, ha^l remarkable opportunities for the acquisition of facts respect- 
ing the conduct of the Southern armies, and the policy and deeds of their 
leaders, lit* participated in many engagements, and his book is one of 
the most exciting narratives of adventure ever published. Mr. Steven- 
m takes no ground us a partizan, but views the whole subject as with the 
eye of a neutral— only interested in subserving the euds of history by ths 
coutributiim uf impartial facts. Illustrated. 

41 



National School library 



LIBRARY OP HISTORY. 
History of Europe— Alison $2 50 

A reliable and standard work, which covers with clear, connected, and 
complete narrative, the eventfnl occurrences transpiring from A. D. 1780 
to 1815, being mainly a history of the career of Napoleon Bonaparte. 

History of England— Berard l 75 

Combining a history of the social life of '.he English people with that of 
the civil and military transactions of the realm. 

History of Rome— Ricord l CO 

Possesses all the charm of an attractive romance. The fables with 
which this history abounds are introduced in such away as net to deceive 
thu inexperienced reader, while adding vastly to the interest of the work 
ami affording a pleasing index to the genius of the Itoman people. Illus- 
trated. 

The Republic of America— Willard . . • 2 25 
Universal History in Perspective— Willard 2 25 

From thfse two comparatively brief treatises the Intelligent mind may 
obtain a comprehensive knowledge of the history of tho world in both 
hemispheres. Mrs. Wiilard's reputation as an historian is wide as tba 
land, lllusttated. 

Ecclesiastical History— Marsh 2 00 

A history of tho Church in all ages, with a comprehensive review of all 
forms of religion fr.-m the creation of the world. No otner source affords, 
in the same compasb, the information here conveyed. 

History of the Ancient Hebrews— Mills . • 1 75 

The record of " God's people" from the call of Abrahain to the destruc- 
tion of Jerusalem ; gathered from sources sacred and profane. 

The Mexican War— Mansfield 1 50 

A history of Us origir, and a detailed account of its victories; with 
official dispatches", the ti eaty of peace, aud valuable tables. Illustrated. 

Early History of Michigan— Sheldon ■ • • 3 75 

A work of value and deep interest to the people of the West. Com- 
piled under th« supervision of lion. Lewis Cass. Embellished with por- 
traits. 

42 



National School Library. 



LIBRARY OF BIOG-RAPHY. 
Life of Dr. Sam. Johnson— Boswell • • .$2 25 

This work has been before the public for seventy years, with increasing 
approbation. Boswell is known as " the prince cf biographers." 

Henry Clay's Life and Speeches— Mallory 

2 vols 4 50 

This great American statesman commands the admiration, and Ids 
character and deeds Eolicit the study of every patriot. 

Life & Services of General Scott— Mansfield 1 75 

The hero of the Mexican war, who was for many years the most promi- 
nent figure in American military circles, should not be forgotten in the 
whirl of more recent events than those by which he signalized himself. 
Illustrated. 



Garibaldi's Autobiography 1 50 

The Italian patriot's record of his own life, translated and edited by his 
friend and admirer. A thrilling narrative of a romantic career. With 
portrait. 

Lives of the Signers— Dwight 1 50 

The memory of the noble men who declared our country free at the 
peril of their own "lives, fortunes, and sacred honor," should be em- 
balmed in every American's heart. 

Life of Sir Joshua Reynolds— Cunningham 1 50 

A candid, truthful, and appreciative memoir of the great painter, with 
a compilation of his discourses. The volume is a text-book for artists, as 
well as those who would acquire the rudiments of art. With a portrait. 

Prison Life 75 

Interesting biographies of celebrated prise ners and martyrs, designed 
especially for the instruction and cultivation of youth. 

43 



National School library. 



LIBRARY OF NATURAL SCIENCE. 
The Treasury of Knowledge 11 25 

A cyclopaedia of ten thousand common things, embracing tho widest 
range of subject-matter. Illustrated. 

Ganot's Popular Physics 1 75 

The elements of natural philosophy for both student and the general 
reader. The original work Is celebrated for the magnificent character of 
its illustrations, all of which aru literally reproduced here. 

Principles of Chemistry— Porter 2 00 

A work which commends itself to tnc amateur in science by its extreme 
simplicity, and careful avoidance of unnecessary detail. Illustrated. 

Class-Book of Botany— Wood s 50 

Indispensable as a work of reference. Illustrated. 

The Laws of Health— Jarvis 1 65 

This is not an abstract anatomy, but all its teachings are directed to the 
best methods of preserving health, as inculcated by an intelligent know- 
ledge of the structure and needs of the human body. Illustrated. 

Vegetable & Animal Physiology— Hamilton 1 25 

An exhaustive analysis of the conditions of life in all animate nature. 
Illustrated. 

Elements of Zoology— Chambers l 50 

A complete view of the animal kingdom as a portion of external nature. 
Illustrated. 

Astronography— Willard 1 00 

The elements of astronomy iu a compact and readable form. Illus- 
trated. 

Elements of Geology— Page I 25 

The subject presented in its two aspects of interesting and important. 
Illustrated. 



Lectures on Natural History— Chadbourne 75 

1 its r 



The subject is here censidered in its relations to intellect, taste, health, 
and religion. 



^rational School Zibrary. 



VALUABLE LIBRARY BOOKS. 
The Political Manual— Mansfield $1 25 

Every American youth should be familiar with the principles of the 
government under which he lives, especially as the policy of this country 
will one day call upon him to participate iu it, at least to the extent of his 
ballot. 

American Institutions— De Tocqueville . . 1 50 
Democracy in America— De Tocqueville • • 2 25 

The views of this distinguished foreigner on the genius of our political 
institutions are of unquestionable value, as proceeding front a standpoint 
whence we seldom have an opportunity to hear. 

Constitutions of the United States • • • 2 25 

Contains the Constitution of the General Government, and of the seve- 
ral State Governments, the Declaration of Independence, and other im- 
portant documents relating to Americau history. Indispensable as a 
work of reference. 

Public Economy of the United States • • • 2 25 

A full discussion of the relations of the United States with other na- 
tions, especially the feasibility of a free-trade policy. 

Grecian and Roman Mythology— Dwight • 3 °o 

The presentation, in a systematic form, of the Fables of Antiquity, 
affords most entertaining reading, and is valuable to all as an index to the 
mythological allusions ko frequent in literature, as well as to students of 
the classics who would peruse intelligently the classical authors. Illus- 
trated. 

Modern Philology— Dwight 1 75 

The science of language is here placed, in the limits of a moderate 
volume, within the reach of all. 

General View of the Fine Arts— Huntington l 75 

The preparation of this work was suggested by the interested inquiries 
of a group of young people, concerning the productions and styles of the 
great masters of art, whose names only were lamiliar. This statement is 
sufficient index of its character. 

Morals for the Young— Willard 75 

A series of moral stories, by one of the most experienced of American 
educators. Illustrated. 

Improvement of the Mind— Isaac Watts • • 50 

A classical standard. No young person should grow up without having 
perused it 

45 



National Series of Standard School-flooks. 



A. S. Barnes & Company 

[From do Ne-w Yoek PiTHFiNDEa, Aug. 1S66.3 

This well-known and long-established Book and Stationery House has recently re- 
moved from the premises with which it has been identified for over twenty years, to 
the fine buildings, Nos. Ill and 113 'William Street, corner of John Street, Vew York, 
one block only from tho old store. Here they have been enabled to organize their es- 
tencivo business in all its departments more thoroughly than ever before, and enjoy 
facilities possessed by no other house In New York, for handling in large quantities 
and at satisfactory prices every thing in (heir line. 

A visit to this large establishment will well repay the curious. On entering, wo find 
the Crst floor occupied mainly by offices appertaining to the different departments of 
the business. The first encountered is the " Salesman's Office," where attentive young 
men are always in waiting to supply tho wants of customers. Further on wo como to 
the Entry Department, where all invoices from the several sales-rooms are collected and 
recorded. Next comes tho General Ofhco of Iho firm. Then a modest sign indicates tho 
entrance to the "Teachers' Kcading-Hoom" — a spacious and inviting apartment sot 
apart for the use of tho many professional friends and visitors of this house. On tho 
tabic we noticed files of educational journals and other periodical matter — whilo a 
bcok-caso contains a fine selection of popular publications as samples. Tho privato 
ofaco of the senior partner, and tho Eook-kcepcr's and Mailing Clerk's respective 
apartments, arc next in order, and complete tho list of offices on this floor. The re- 
mainder of the space is occupied by tho departments of stock known as "Lato Publi- 
cations" and " General School Books.'' 

Descending to tho finely lighted and ventilated basement, we find tho "Exchange 
Trade," " Shipping," and " Tacking" departments. Here, also, is kept a heavy stock 
of the publications of tho house, whilo a scries of vaults under the sidewalk afford 
accommodation for a variety of heavy goods. Stepping on the platform of the fino 
Otis' Steam-elevator, which run3 from bottom to top of the building, the visitor 
ascends to the 

Second Story. — This floor ia occupied by the Blank Book and Stationery Depart- 
ment, where are carried on all the details of an entirely separate business, by clerks 
especially trained in this lino. Here every thing in tho way of imported and domestic 
stationery is kept in vast assortment and to suit tho wants of every class of trade. The 
system of organization mentioned above enables this houso to cempeto successfully 
with those who make this branch a speciaitv. while tho convenienco to Booksellers of 
making all their purchases at one place is indisputable. 

On tho third floor aro found tho following varieties of stock: Toy and Juvenile 
Books, Bibles and Prayer Books, Standard Works, Photograph Albums, tfcc The 
fourth and fifth stories aro occupied as store-rooms for Standard School Stock. 
During the summer, while all the manufacturing energies of the concern are devoted 
to the preparation and accumulation of stock for the fall trade, upwards cf half a 
million of volumes are gathered in these capacious rooms at once. 

Tho manufacturing department of this house is carried on in the old premises, Nos. 
El, 63, and 55 John Street, and 2, 4. and 6 Dutch Street. A large number of opera- 
tives, with adequate presses and machinery, ure constantly employed in turning out 
tho popular publications of the firm 

k 46 



National Series of Standard School-Hooks. 

The Peabody Correspondence. 

New Yokk, April 29, 1807. 
To the Boaed of Tuustees op tiie Peahout Educational Fund: 

Gentlemen — Having been for many years intimately connected with tho educa- 
tional interests of the South, we are desirous of expressing our appreciation of the 
noble charity which yon represent. The Peabody Fund, to encourage and aid com- 
mon schools in these war-desolated States, can not fail of accomplishing a great a,:d 
good work, the beneficent results of which, as they will be exhibited in the future, not 
only of the stricken population of the South, but of the nation at large, seem almost 
incalculable. 

It is probable that the use of meritorious text-books will prove a most effective agency 
toward the thorough accomplishment of Mr. Peabody's benevolent design. As wo 
publish many which are considered such, we have selected from our list some of the most 
valuable, and ask the privilege of placing them in your hands for gratuitous distribu- 
tion in connection with the fund of which you have charge, among the teachers and in 
the schools of the destitute South. 

Observing that the training of teachers (through the agency of Normal Schools and 
otherwise) is to be a promineni feature of your undertaking, we offer you for this pur. 
pose 5,000 volumes of the " Teachers' Library," — a series of professional works de- 
signed for the efficient self-education of those who arc in their turn to teach others— 
as follows :— 

BOO Page's Theory and Practice of Teach- 250 Bates' Method of Teachers' Institutes- 
ing. 250 De Tocqueville's American Institutes. 

500 Welch's Manual of Object-Lessons. 250 Dwight's Higher Christian Education, 
500 Davies' Outlines of Mathematical 250 History of Education. 

Science. 250 Mansfield on American Education. 

250 Holbrook's Normal Methods of 250 Mayhew on Universal Education. 

Teaching. 250 Northend's Teachers' Assistaut. 

250 Wells on Graded Schools. 250 Northend's Teacher and Parent. 

250 Jewell on School Government. 250 Boot on School Amusements. 

250 Fowle's Teachers' Institute. 250 Stone's Teachers' Examiner. 

In addition to these we also ask that you will accept 25,000 volumes of school-books 
for intermediate classes, embracing — 

5,000 The National Second Header. 5,000 Beers' Penmanship. 

5,000 Davies' Written Arithmetic. 500 First Book of Science. 

5,000 Monteith's Second Book in Geogra- 500 Jarvis' Physiology and Health. 

phy. 500 Peck's Ganot's Natural Philosophy. 

3,009 Monteith's United States History. 500 Smith & Martin's Book-keeping. 

Should your Board consent to undertake the distribution of these volumes, we shall 
hold ourselves in readiness to pack and ship the same in such quantities and to such 
points as you may designate. 

We further propose '.hat, should you find it advisable to use a greater quantity of 
our publications in tho prosecution of your plans, we will donate, for the benefit of 
this cause, twenty-five per cent, of the usual wholesale price of the books needed. 

Hoping that our request will meet with your approval, and that we may have the 
pleasure of contributing in this way to wants with which we deeply sympathize, we 
arc, gentlemen, very respectfully yours, A. S. BARNES & CO. 

Boston, May T, 186T 
Messes. A. S. Baknes & Co., Puhltsiiebs, New Yoke: 

Gentlemen — Your communication of the 29th ult., addressed to the Trustees of the 
Peabody Education Fund, lias been handed to ins by our general agent, the Rev. Dr. 
Sears. I shall take the greatest pleasure in laying it before the board at their earliest 
■Eeeting. I am unwilling, however, to postpone its acknowledgment so long, and 
hasten to assure you of the high value which I place upon your gift. Five thousand 
volumes of your "Teachers' Library," and twenty-five thousand volumes of " School- 
Books for intermediate classes," make up a most munificent contribution to the cause 
of southern education in which we are engaged. Dr. Sears is well acquainted will) the 
books you have so generously offered l s, and unites with me in the highest apprecia- 
tion of the gift. You will be glad to know, too, that your letter reached us in season 
to be communicated to Mr. l'eabor'.y, before he embarked for England ou the 1st in- 
stant, and that he expressed the greatest gratification and gratitude on hearing what 
you had offered. 

Believe me, geaMemen. with the highest respect and regard, yenr obliged and obe- 
dient servant, ROBT. C. WINTHROP, Chairman. 

47 



§w p*% nil ^mmm, mux alt Wim$. 

NATIOML TTtQtnfl'D "V" STANDARD 
SERIES. JXlDIUJubX® TEIT-BOOKS. 



'History is (Philosophy teaching by Examples!'' 



THE UNITED STATES. '• t Youlh ' s K ^ ° f ^ 

mm vim **»* *"- " «=v UNITED STATES. By James 

Monteith, author of the National Geographical Series. An elementary work 
upon the catechetical plan, with Maps, Engravings, Memoriter Tallies, etc. For 
the youngest pupils. 

2. Wlllard's School History, for Grammar Schools and Academic classes. 

Designed to cultivate the memory, the intellect, and the taste, and to sow the 
seeds of virtue, by contemplation of the actions of the good and great. 

3. Wlllard's Unabridged History, for higher classes pursuing a complete 

course. Notable for its clear arrangement and devices addressed to the eye, with 
a series of Progressive Maps. 

4. Summary of American History. A skeleton of events, with all the prom- 

inent facts and dates, in fifty-three pages. May be committed to memory ver- 
batim, used in review of larger volumes, or for reference simply. " A miniature 
of American History." 

FNCI fHHO '' Gerard's School History of England, combining 

IU!ila%3firatriiB W Q an interesting history of the social life of the English 

people, with that of the civil and military transactions of the realm. Religion, 
literature, science, art, and commerce are included. 

2 Summary of English and of French History, Ff|||^|Pf* 

A series of brief statements, presenting more points of ■ liHSiwH-. 

attachment for the pupil's interest and memory than a chronological table. A 
well-prorjortional outline and index to more extended reading. 

Rfl^$|» Ricord's History of Rome. A story-like epitome of this inter- 
*£ hv b b= o esting and chivalrous history, profusely illustrated, with the legends 
and doubtful portions so introduced as not to deceive, while adding extended 
charm to the subject. 

Wi! lard's Universal History, A vast subject so arranged 
and illustrated as to be less difficult to acquire or retain. Its 
whole substance, in fact, is summarized on one page, in a grand "• Temple of 
Time, or Picture of Nations. 

2 General Summary of History. Being the Summaries of American, and 
of English and French History, bound in one volume. The leading events in 
the histories of these three nations epitomized in the briefest manner. 



A. S. E 



CO., 



"A Well of English Undented.' 



LITERATURE AND BELLES LETTRES. 



PR0FESSQ1 CLEVELAND'S WORKS. 



a whole library ix Form volumes. 




OF ENGLISH 
OF 19th CENT Y 
OF AMERICAN 
OF CLASSICAL 




One Hundred and Twenty Thousand of these Volumes have been sold, 

and they are the acknowledged Standard wherever 

this refining study is pursued. 

PROF. JAMES R. BOYD'S WORKS. 

EMBRACING 

COMPOSITION, LOGIC, LITERATURE, RHETORIC, CRITICISM, 
BIOGRAPHY ;— POETRY, AND PROSE. 



BOYD'S COMPOSITION AND RHETORIC. 

Remarkable for the ppacc and attention given to grammatical principles, to afford a 
substantial groundwork ; also for the admirable treatment of synonyms, figurative 
language, and the sources of argument and illustration, with notable exercises for pre- 
paring the way to poetic composition. 

BOYD'S ELEMENTS OF LOGIC. 

explains, first, the conditions and processes by which the mind receives ideas, and 
then unfolds the art of reasoning, with clear directions for the establishment and con- 
firmation of sound judgment. A thoroughly practical treatise, being a systematic and 
philosophical condensation of all that is known of the subject. 

BOYD'S KAMES' CRITICISM. 

This standard work, as is well known, treats of the faculty of perception, and the 
result of its exercise upon the tastes and emotions. It may therefore be termed a Com- 
pendium of Aesthetics and Natural Morals ; and its use in refining the mind and heart 
has made it a standard text-book. 

BOYD'S ANNOTATED ENGLISH CLASSICS. 



Milton's Paradise Lost. 
Young's Night TJiougJits. 
Cowper's Tash, Table Talk, &c. 



TJtonison's Seasons. 
Pollolc's Course of Time. 
Lord Bacon's Essai/s. 



In six cheap volumes. The service done to literature, by Prof. Boyd's Annotations 
upon these standard writers, can with difficulty be estimated. Line by line their ex- 
pressions and ideas are analyzed and discussed, until the best comprehension of the 
powerful use of language is obtained by the learner. 



